The First Field Experience: Perceptions of ESOL Pre-Service Teachers

Autor/inn/en	Khoshnevisan, Babak; Rashtchi, Mojgan
Titel	The First Field Experience: Perceptions of ESOL Pre-Service Teachers
Quelle	In: Advances in Language and Literary Studies, 12 (2021) 5, S.15-22 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Preservice Teachers; Teaching Methods; Student Attitudes; Public Schools; Field Experience Programs; Grounded Theory; Diaries; Case Studies; Teaching Skills; Faculty Development; Cultural Awareness + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Public school; Öffentliche Schule; Praxisnahes Lernen; Diary; Tagebuch; Case study; Fallstudie; Case Study; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Cultural identity; Kulturelle Identität
Abstract	Researchers have recognized pre-service teachers' field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers' perceptions of field experiences. In this inquiry, we focused on pre-service teachers' perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants' journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers' perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan's (2017) developmental stages of teachers. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01