Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?

Autor/in	Gan, Zhengdong
Titel	Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 3, Artikel 6 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Practicums; Preservice Teachers; English (Second Language); Second Language Instruction; Semi Structured Interviews; Journal Writing; Student Teacher Attitudes; Teaching Methods; Teacher Role; Teacher Student Relationship; Language Proficiency; Educational Innovation; Classroom Techniques; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Practicum; Praktikum; Praktika; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Language skills; Sprachkompetenz; Instructional innovation; Bildungsinnovation; Klassenführung; Hongkong
Abstract	This study investigates the challenges sixteen non-native preservice ESL teachers in a Bachelor of Education (English Language) (BEdEL) programme from Hong Kong experienced in an eight-week teaching practicum. Qualitative data from semi-structured interviews and reflective journals were collected from all 16 participants to obtain a detailed description of the participants' perceptions of their field-based practicum experiences. Results indicate that the preservice teachers' practicum was characterized by a reality shock due to difficulties in experimenting with pedagogical practices they were taught in the BEdEL programme, and a lack of sense of control in class. This reality shock could destabilize the already anxious student teachers and have adverse effects well beyond the eight-week teaching practicum. Inadequacy in English language competence also appeared to affect not only these student teachers' teaching performance but also how they established and maintained their teacher role and relationship with their students. Implications of the results for strengthening current ESL teacher preparation programmes in non-native English speaking contexts are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10