This article aims to explore the effect of using KWL strategy (what I Know, what I Want to learn, and what I did Learn) during the observation of a practical programme to acquire teaching experience. A descriptive study approach was designed to investigate how 50 pre-service teachers use the KWL strategy to develop teaching performance. Fifty pre-service teachers were interviewed to create a concept map that brings all teaching experiences under four categories: planning, instruction concerns, learner, and evaluation. The results reveal that the use of the KWL strategy enriches pre-service teachers' experience and develops performance, as it increases deeper thinking about the profession and a positive attitude towards teaching. It is recommended that the practical teaching programme use KWL as an effective strategy for improving candidates' teaching, as it leads to activating their prior knowledge about teaching and to enhancing their behaviours towards teaching for further planning and progress
Alabsi, T. A. A. (2018). KWL Strategy for Improving Pre-service English Teachers' Performance. CDELT Occasional Papers in the Development of English Education, 64(1), 429-443. doi: 10.21608/opde.2018.95984
MLA
Thuraya A. Alabsi Alabsi. "KWL Strategy for Improving Pre-service English Teachers' Performance", CDELT Occasional Papers in the Development of English Education, 64, 1, 2018, 429-443. doi: 10.21608/opde.2018.95984
HARVARD
Alabsi, T. A. A. (2018). 'KWL Strategy for Improving Pre-service English Teachers' Performance', CDELT Occasional Papers in the Development of English Education, 64(1), pp. 429-443. doi: 10.21608/opde.2018.95984
VANCOUVER
Alabsi, T. A. A. KWL Strategy for Improving Pre-service English Teachers' Performance. CDELT Occasional Papers in the Development of English Education, 2018; 64(1): 429-443. doi: 10.21608/opde.2018.95984
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