ABSTRACT
Private sector pre-service TESOL courses offer a popular and convenient means of entry into the ELT profession for thousands of teachers annually (Ferguson & Donno, 2003), and usually involve intensive full-time courses with at least 100 hours of training and an additional supervised teaching practice component (Brandt, 2006; Phairee et al., 2008). Teaching practice (TP), which is well established as a crucial component of pre-service teacher training courses, offers trainees useful experience in the field, a practical means for putting their newly-gained theoretical knowledge into action, and an opportunity for the trainer to assess the trainees’ uptake of target skills (Leshem & Bar-Hama, 2008).
