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1.
Short‐term international experiences (STIE) are becoming a regular, sometimes required, feature of pre‐service language teacher education programmes. Often inappropriately termed ‘immersion programmes’, they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their pedagogical knowledge and to engage with an international sociocultural environment with which they are not familiar. In this article we report on a study which investigated pre‐service English second language teachers' perceptions of a six‐week international experience in Auckland, New Zealand. The student teachers, who were enrolled in a postgraduate diploma in teaching at a Hong Kong university, participated in an academic programme as well as a series of social events and school visits. They were encouraged to reflect on their expectations and experiences and to write about these in a pre‐programme questionnaire, reflective journals and a summative programme evaluation. The teachers' articulations reveal that their expectations and experiences interrelate in complex, sometimes unexpected, ways. The findings have important implications for the coordinators of the programme at the host institution and also for those further afield who are involved in planning and managing similar STIE programmes. 相似文献
2.
John Trent 《The Australian Educational Researcher》2012,39(3):363-383
Debate over educational reform in many countries has addressed the question of how to attract and retain teachers. As part of a multiple case study that includes eight beginning English language teachers in Hong Kong, this paper offers an in-depth analysis of the experiences of two participants, Christine and Samuel, during their initial year of full time teaching in Hong Kong schools. The data, collected during an entire academic year, suggests that Christine used her experiences of becoming a teacher to justify and reaffirm her determination to pursue a career within English language teaching. In contrast, Samuel??s preliminary year of full-time teaching culminated in his decision to leave the teaching profession. A contribution of this study is to explore these very different experiences and outcomes using a framework of teacher identity construction. From this perspective, findings suggest that the participants?? engagement in the practices and activities of teaching, their relations with colleagues, and their positioning within different discourses of teaching and learning by their schools as well as by the wider educational environment, shaped their decisions about whether to continue to pursue a teaching career. Implications for attracting and retaining teachers, as well as for future research, are discussed. 相似文献
3.
Sarah J. Shin 《Teachers and Teaching》2013,19(3):325-345
Structured reflection on practical teaching experiences may help pre‐service teachers to integrate their learning and analyze their actions to become more effective learners and teachers. This study reports on 12 pre‐service English as a second language (ESL) teachers’ individual tutoring of learners of English language writing. The data of the study are the writing journal entries that the pre‐service ESL teachers maintained during their tutoring experience. These journals had common elements: all were used by the pre‐service teachers to consider what funds of knowledge they bring to their teaching of ESL learners, to evaluate their roles as writers, learners and teachers and to reflect on the educational, social and cultural implications of teaching writing in English to speakers of other languages. This article describes ways in which both native and non‐native English speaking pre‐service teachers adapted their instruction to meet the particular needs of individual ESL writers and what they learned in the process. It provides insight regarding the value of using tutoring and reflection generally in teacher education and specifically in the preparation of teachers of ESL. 相似文献
4.
Suxian Zhan 《Asia-Pacific Journal of Teacher Education》2008,36(1):53-70
The current nation‐wide reform of Chinese primary and secondary education prompted an empirical research project, “An empirical investigation of in‐service English teachers1 in primary and secondary schools and a study of a pre‐service language teacher education program”, conducted at Baoding, China. This project is considered as potentially relevant to other Chinese and Asian nations that are engaged in the transformation of their provision of English language instruction. This project was developed in two stages: first, it sought data from in‐service English teachers, using questionnaires and interviews with English teachers from schools differentiated by geographical context and system; and second, these data were used to inform the design of a new pre‐service English teacher education program. In this paper, the consultative processes of Stage 1 are discussed and the teachers' proficiencies in the new direction of teaching English are critically examined. On the basis of these data, reflections and implications of the strengths and weaknesses of the present pre‐service language teacher training program are made. 相似文献
5.
John Trent 《Asia Pacific Journal of Education》2011,31(2):177-194
Short-term international experience programmes are a common element of English second language (ESL) teacher education in many countries. This study problematizes the belief that such programmes necessarily result in beneficial changes in pre-service teachers thinking about themselves as teachers – their beliefs, habits, and values – by exploring the experiences of eight pre-service ESL teachers from Hong Kong as they undertook a short-term international experience programme in Australia. Drawing on a theory of identity construction, the findings suggest that identity conflicts impacted how the student teachers experienced this programme as they struggled to reconcile past, present, and future trajectories of teacher identity. In particular, the student teachers constructed rigid divisions between different types of teachers and teaching they experienced at home and abroad. These divisions were reflected in antagonistic relations between the types of English language teachers and teaching they aligned their own teaching activities and practices with and the teacher identities that they perceived to be available to them within the Hong Kong education system. Implications for addressing such identity conflicts throughout international experience programmes are considered and implications for future research are discussed. 相似文献
6.
《师资教育杂志》2012,38(2):145-159
In this paper, we report on an inquiry exploring the experiences of 10 mainland Chinese student teachers of English so as to understand why they came to Hong Kong for a teacher education programme. The study revealed that these students were largely attracted to teaching in Hong Kong because of its extrinsic benefits such as professional stability, the prestige associated with the English language teaching profession and the opportunities to acquire valued skills transferable to other professions including English competence. Facing challenges as non‐local students, they were also uncertain of becoming teachers in the new context. As ‘elite’ Chinese students were often unwilling to become teachers, we found it strategic to attract a large number of talented non‐local students to the teaching profession and retain them. We conclude the paper with recommendations for various stakeholders to support these non‐local students' adaptation and development as committed and competent teachers in local schools. 相似文献
7.
John Trent 《Asia-Pacific Journal of Teacher Education》2013,41(4):426-440
This paper reports on a qualitative study that investigated the lived experiences of a group of pre-service English language teachers during a teaching practicum in Hong Kong. Multiple, in-depth interviews with student teachers were conducted during a 6-week practicum to understand the students’ experiences of becoming teachers. A contribution of this study is to use the analytic lens of teacher identity to understand the challenges, one group of pre-service teachers confronted as they positioned themselves, and were positioned by others, as particular types of teachers during their practicum. The results of this study suggest that a critical perspective, grounded in an identity-theoretic understanding of pre-service teachers’ practicum experiences, is needed to reveal and then overcome antagonistic relations that might threaten the identity work of trainee teachers. Endorsing calls to rethink the practicum, the types of support that might be offered to pre-service teachers are critically examined and suggestions for the ways in which stakeholders, such as teacher educators and school-based supporting teachers, can best facilitate the identity work of pre-service teachers undertaking a teaching practicum are offered. Implications for future research are also discussed. 相似文献
8.
Elizabeth de Freitas 《Teaching Education》2013,24(1):43-55
This paper reports on an action research project designed to explore the complexities of pre‐service mathematics teacher resistance to social justice issues. Research on equity and mathematics education has indicated that such resistance seems particularly strong for mathematics teachers. Twelve pre‐service mathematics teachers participated in a course‐based research project to explore this issue. Participants completed a classroom discourse analysis and a self‐study narrative as part of their secondary mathematics methods course. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity. 相似文献
9.
《师资教育杂志》2012,38(2):140-154
The research reported here investigated pre-service English language teachers’ perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their perceptions. The data analysis revealed that the participants widely perceived these children as deficit and consider them a serious professional challenge. Further examination of the data helped reveal media, life and teaching practicum experiences with immigrant children as crucial sources that contributed to the formation of these perceptions. The findings call for teacher education programmes to involve pre-service teachers in critical engagement with the mass media and their own experiences so that they can address the deficit model applied by teachers to immigrant children. 相似文献
10.
Benjamin Luke Moorhouse 《师资教育杂志》2018,44(2):241-242
This report introduces an experiential learning project in a pre-service undergraduate teacher education programme at a major Hong Kong university in which 10 pre-service English language teachers and myself, their teacher educator, participated in a two-week overseas teaching experience in a primary school in Ningbo, China. I report on my experience as a novice teacher educator and the benefit I found in taking an active role in this project. 相似文献
11.
Chit Cheung Matthew Sung 《Changing English: An International Journal of English Teaching》2010,17(4):411-419
This paper reports on my first‐hand experiences of being a ‘purist’ in Hong Kong, during which time I was not allowed to use mixed code, a common discursive practice among Hongkongers in Hong Kong. I shall discuss the difficulties in using ‘pure’ English and ‘pure’ Chinese in my daily life, as well as exploring the problems I encountered when I used ‘pure’ English in teaching English to a small group of ESL students at a primary school in Hong Kong. I argue that mixed code is very much characteristic of everyday language use by most Hongkongers and represents an important marker of their ethno‐linguistic identity. In relation to language teaching, I suggest that mixed code may be usefully adopted in teaching English in Hong Kong, rather than being shunned at all costs. 相似文献
12.
Chong Suk Ching Stella Chris Forlin Au Mei Lan 《Asia-Pacific Journal of Teacher Education》2007,35(2):161-179
Since the mid‐1990s in Hong Kong there has been a slow but obvious shift from expecting students with disabilities to be educated in segregated special schools to providing more opportunities for them to be educated alongside their mainstream peers. Pre‐service teacher training institutions have begun to offer modules of study in order to assist mainstream teachers in coping with greater diversity in their classes. The main purpose of this paper is to examine the adequacy of an inclusive education module on the attitude change of pre‐service teachers in Hong Kong. A convenience sample of over 200 pre‐service secondary teachers in a B.Ed. (Honours) Programme at one university participated in the study. Data were obtained through a three‐part questionnaire to find out whether there were any substantial changes in their attitudes, concerns and confidence for inclusion before and after taking a module of study on inclusive education. Findings and implications are drawn in light of preparing teachers to cater for diversity in the schools in Hong Kong. 相似文献
13.
John Trent 《Teacher Development》2018,22(4):571-586
This paper reports the results of a qualitative study that examined the perspectives of one group of teacher educators and pre-service teachers about a teaching internship in Hong Kong. Reflecting recent interest in both a practice turn in pre-service teacher education as well as teacher identity construction, the study uses in-depth interviews to reveal how both teacher educators and pre-service teachers construct the meaning of a teaching internship. The results suggest that two discourses dominate such meanings: the discourse of integration and the discourse of separation. The study not only reveals the presence of these discourses but, moreover, considers how their interplay provides affordances for and constraints upon the capacity of pre-service teachers to construct their professional identities during the teaching internship. This exploration suggests that this interplay can lead to identity conflict for pre-service teachers. Implications for overcoming such conflict in ways that support the construction of pre-service teachers’ professional identities are considered and suggestions for future comparative research discussed. 相似文献
14.
《师资教育杂志》2012,38(3):309-321
There are increasing opportunities in many countries for pre-service teachers to engage in a transnational school-based experience as part of study abroad programmes. The transformative potential of such transnational teaching experiences is recorded in research studies, often supported by data from participant surveys. However, there has been a lack of evidence investigating shifts in professional understanding derived from such experiences. This qualitative study addresses this issue by exploring the perspectives of 16 pre-service teachers of English as a Second Language from Hong Kong, who engaged in transnational teaching activities with primary school pupils in Australia during their study abroad programme. Discourse analysis of participants’ dialogues traces how they encountered conflicting Discourses of ‘student-centredness’ in the Australian classroom. Reflecting dialogically on their experiences led participants to negotiate and reframe their understandings of language teaching pedagogy and themselves as language teachers. The findings demonstrate the importance of both peer and lecturer feedback into the process of dialogic reflection and the need for more longitudinal research into the impact of transnational school-based experience in pre-service teacher education. 相似文献
15.
Anne Jobling 《Asia-Pacific Journal of Teacher Education》2004,32(1):5-22
This article describes a collaborative and cross‐curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre‐service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post‐school literacy program for young adults with intellectual disabilities. In preliminary interviews pre‐service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre‐service teachers’ knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context. 相似文献
16.
《师资教育杂志》2012,38(4):435-451
This study sought to measure general teacher efficacy levels of in‐service primary teachers in Hong Kong. Participants included 725 Hong Kong in‐service teachers, who were invited to take part in the study. These in‐service teachers came from 28 different primary schools ranging from government, aided, private and direct subsidy schools. The Chinese version of the 12‐item Teachers' Sense of Efficacy (C‐TSE) Scale was applied to investigate the efficacy of the teachers. A factor analysis of these 12 items when male and female datasets were combined led to the extraction of only one factor. But separation of the two datasets led to the extraction of different factor analysis models. This could reflect the different perceptions that male and female teachers had about the formation of teacher efficacy. Overall, this study showed that female teachers were significantly more efficacious than male teachers. Moreover, years of teaching experience showed a weak but significant correlation to levels of general teacher efficacy. Interestingly, educational levels did not have a significant effect on the efficacy of this group of in‐service primary teachers. Overall, the C‐TSE was found to be a valid and reliable scale for measuring the efficacy levels of this particular group of in‐service primary teachers in Hong Kong. 相似文献
17.
F. Gao 《Teachers and Teaching》2013,19(1):89-99
There is a growing interest in research on language teacher identity as relevant research suggests that language teacher self-identification has an impact on their language teaching. The present paper explores the self-identification and subsequent effects on their actual teaching vision and practice of 16 Chinese language subject teachers teaching Chinese as a second language to South Asians in Hong Kong. Data collected from classroom observations and interviews with the teachers demonstrate that Chinese language subject teachers negotiate with South Asian learners and construct their teaching in ways that enable them to create an environment where they see themselves as linguistic torchbearers and cultural transmitters while acquiring a strong feeling of success professionally. This research implies that teacher identity is a kind of pedagogy through which language teachers can reproduce or counteract hegemonic discourses and ideologies that oppress South Asians as non-native language minorities. 相似文献
18.
19.
Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers. 相似文献
20.
This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in the profession. The analyses indicated that female pre‐service teachers and pre‐service teachers with higher prior ability showed more intrinsic adaptive motives. Intrinsic adaptive motives were positively related to the quality of the teacher training programme and the classroom teaching experiences. Pre‐service teachers with positive teaching experiences indicated greater teacher self‐efficacy. Pre‐service teachers with extrinsic maladaptive motives indicated having had negative teaching experiences and they intended to remain in the profession for shorter periods. Teacher self‐efficacy was positively related to the amount of time pre‐service teachers intended to remain in the profession. 相似文献