Learning from Interpersonal Interactions during the Practicum: A Case Study of Non-Native ESL Student Teachers

Autor/in	Gan, Zhengdong
Titel	Learning from Interpersonal Interactions during the Practicum: A Case Study of Non-Native ESL Student Teachers
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 40 (2014) 2, S.128-139 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2013.869969
Schlagwörter	Foreign Countries; Student Teachers; English (Second Language); Language Teachers; Professional Development; Interprofessional Relationship; Peer Relationship; Coaching (Performance); Qualitative Research; Case Studies; Learning Experience; Observation; Mentors; Supervision; Student Teacher Supervisors; Cooperating Teachers; Semi Structured Interviews; Student Journals; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Peer-Beziehungen; Qualitative Forschung; Case study; Fallstudie; Case Study; Lernerfahrung; Beobachtung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Studentenzeitung; Hongkong
Abstract	Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers' professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers' role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university-school partnership to foster student teachers' adaptation to the context of teaching practice and maximise their professional learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10