Authentic Teaching Opportunities of English for Primary Students as a Community of Practice: "A Case of Pre-Service Teacher Education at a Japanese University"

Autor/in	Okumura, Shinji
Titel	Authentic Teaching Opportunities of English for Primary Students as a Community of Practice: "A Case of Pre-Service Teacher Education at a Japanese University"
Quelle	4 (2017) 2, S.20-26 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2329-7913
Schlagwörter	Case Studies; Communities of Practice; Preservice Teachers; Interviews; School Culture; English (Second Language); Second Language Learning; Second Language Instruction; Elementary School Teachers; Elementary School Students; Educational Planning; Teaching Methods; Student Attitudes; Reflection; Qualitative Research; Writing (Composition); Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Community; Interviewing; Interviewtechnik; Schulkultur; Schulleben; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Qualitative Forschung; Schreibübung; Ausland
Abstract	This case study explored what pre-service teachers learned through authentic experiences of English teaching for primary students, drawing upon the concept of a Community of Practice. A total of 21 pre-service teachers engaged in the training project--including planning, preparing, and teaching lessons--and wrote reflection papers after thinking about their activities. The focal data was the pre-service teachers' written work, which was analyzed with a qualitative approach. Follow-up interviews were conducted for selected pre-service teachers. The findings indicated that the project contributed to allowing the pre-service teachers to develop knowledge and skills for primary English education. The study also confirmed that the training project promoted solidarity, especially between the old-timers and the newcomers. On the other hand, the typical Japanese school culture seemed to function as an obstacle to allowing the old-timers and the newcomers to become acquainted enough. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01