Investigating Kurdish EFL In-Service and Pre-service Teachers’ Perceptions on Factors Influencing Teaching Practice in Basic Schools

Abstract

The present study investigates the perceptions of Kurdish EFL in-service and pre-service teachers on teaching practice at some basic schools in Sulaimani city. The primary aim is to explore their views on, teaching practices, and factors influencing English instruction. Additionally, the study examines pre-service teachers' self-concept as new teachers in the Kurdistan Region of Iraq (KRI). The research focuses on the perceptions of practical teaching, pre-service teachers’ characteristics, and the disparity between their perceptions and practice. Twenty participants from the University of Sulaimani, college of education, department of English (academic year 2022-2023) were interviewed. The participants were chosen randomly from twenty public and private basic schools in Sulaimani city. The study employed both interviews and a questionnaire to identify significant factors in teaching English. Data were analyzed qualitatively and quantitatively. The findings indicate that pre-service teachers perceive classroom observation and teaching practice as the most effective pedagogical factors, while collaboration is the least effective. Classroom management and practical teaching within basic schools, and supervisory mentorship are top factors in their teaching careers. In contrast, poor teaching methods and lesson planning are viewed as least effective. In-service teachers generally consider all factors essential and feasible, and they agree or strongly agree that pre-service teachers can apply these factors in practice. However, they exhibit neutral agreement towards classroom management. Overall, in-service teachers hold positive views on pre-service teachers’ performance in teaching English at basic schools. The study concludes that various factors significantly impact teaching practices, with differing perceptions between in-service and pre-service teachers based on their teaching environments.