EFL Trainee Teachers’ Perceptions of School-Based Teaching Practice: Some Selected Teacher Education Colleges in Southern Ethiopia in Focus
Manguday Mercho Bagaje

Manguday Mercho Bagaje*, PhD Scholar, Arba Minch University, Department of English Language and Literature, Ethiopia.
Manuscript received on April 20, 2021. | Revised Manuscript received on April 29, 2021. | Manuscript published on April 30, 2021. | PP: 47-52 | Volume-5 Issue-8, April 2021. | Retrieval Number: 100.1/ijmh.F1293045821 | DOI: 10.35940/ijmh.F1293.045821
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© The Authors. Published By: Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: The perception one holds towards language teaching practice governs the failure or success of teaching practice. To this end, this study aimed to assess EFL traineeteachers’ perceptions of teaching practices in four selected teacher education colleges of southern Ethiopia. To address the objectives, the study employed mixed method design. 120 EFL trainee-teachers were selected through comprehensive sampling. Questionnaire, interview and focus group discussion were data collection tools. Questionnaire was employed to examine the perceptions of EFL trainee-teachers towards school-based teaching practice. Interviews was carried out to triangulate data from questionnaire. Focus group discussion was employed to corroborate the data from questionnaire and interview. The questionnaire was administered to all 120 EFL trainee teachers. Accordingly, the quantitative data were analysed using mean and standard deviation. Qualitative data were analysed descriptively. The finding from survey data revealed that EFL trainee teachers had positive perceptions towards school-based teaching practice. The findings from interview also supported the quantitative data result. The findings from the focus group discussion also supported the quantitative and qualitative results. Furthermore, the findings from Mann-Whitney U test revealed that there were no perceptions differences between male and female students due to gender.
Keywords: Perceptions, School-based teaching practice, pre-service EFL trainee teacher.