An Evaluation of the Preservice English Teacher Education in a University in China: Pros and Cons from an Insider's Journey of Learning

Autor/in	Ping, Wang
Titel	An Evaluation of the Preservice English Teacher Education in a University in China: Pros and Cons from an Insider's Journey of Learning
Quelle	In: Journal of Pedagogy, 6 (2015) 1, S.151-174 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
Schlagwörter	Preservice Teacher Education; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Effectiveness; Language Teachers; Student Teachers; Questionnaires; Educational Improvement; Foreign Countries; Semi Structured Interviews; Student Teacher Attitudes; Teacher Education Programs; Mixed Methods Research; China + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language teacher; Sprachunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fragebogen; Teaching improvement; Unterrichtsentwicklung; Ausland
Abstract	The theme of the paper is to reveal how well-prepared pre-service teachers think they are. It aims at reviewing the 2010, 2011, 2012, 2013 cohorts studying for a BA in TEFL at a university by examining the impact and the effectiveness of four-year pre-service English education in a Chinese university context, and what needs to be improved and maintained from the perspective of trainees. Questionnaires were used, followed by semi-structured interviews. The questionnaires were completed by 300 participants, 200 of whom were then randomly chosen as interviewees. Despite finding some inconsistency in the four-year BA TEFL program, the result obtained from investigation of the cohort of student teachers is still satisfying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01