以英語為第二外語師培生教學實踐於葉門之推動：專業發展之路

Unveiling the Pedagogical Practices of EFL Student Teachers in Yemen: A Road Taken to Professional Development

在許多針對新進教師教學實踐與心理障礙之研究中，僅有少數是針對以英文為第二外語師培生於實習期間進行相關研究，尤其在葉門更少。爲了回應該落差，本研究主要旨於探究現行英文為第二外語師培生師培生的教學實踐，經由教學計畫、教學策略和班級經營，以促進其專業教學實踐之成果。本研究採用檔案、課堂觀察，以及加上與4位正在葉門中等學校實習的師培生所進行的訪談蒐集而得的多重個案研究設計之質性研究。根據研究數據分析以英語作為第二外語師培生在教學計畫、教學策略和班級經營等教學實踐相關方面的議題。研究結果顯示，以英語作為第二外語師培生有限的教學知識，將對其教學實踐產生負面影響。研究亦總結對行政人員與課程發展者於制定以英文為第二外語師資培育計畫與發展時提供一些實際影響，並對其未來研究方向提出相關建議。

There are various studies investigating the psychological barriers associated with novice teachers’ teaching practices. However, little research has been reported regarding the pedagogical practices of English as a Foreign Language (EFL) student teachers during practicum, particularly in Yemen. In response to this gap, the present study aims to explore the current pedagogical practice of EFL student teachers in terms of lesson planning, teaching strategies and classroom management to contribute to their professional teaching practice. This study adopts the qualitative research design using a multiple case study approach. The data were collected from documents, classroom observations, and interviews with four student teachers during their teaching practice at secondary schools in Yemen. Thematic analysis of the data reveals some issues with the EFL student teachers’ pedagogical practices in lesson planning, teaching strategies and classroom management. The findings also show that the EFL student teachers limited pedagogical knowledge has negatively influenced their pedagogical practices. The study concludes some practical implications for EFL teacher education programme administrators and developers and recommends directions for further future research.