Literaturnachweis - Detailanzeige
Autor/in | Debreli, Emre |
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Titel | Teacher Shadowing as an Empowering Technique for EFL Student Teacher Practical Knowledge Development: Insights from Three-Week Shadowing Programmes |
Quelle | In: Asia-Pacific Journal of Teacher Education, 47 (2019) 4, S.432-452 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Debreli, Emre) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359-866X |
DOI | 10.1080/1359866X.2018.1504878 |
Schlagwörter | Job Shadowing; English (Second Language); Student Teachers; Program Effectiveness; Program Length; Practicums; Student Teacher Attitudes; Positive Attitudes; Foreign Countries; Student Development; Secondary Schools; College School Cooperation; English Instruction; Student Empowerment; Knowledge Level; Cyprus |
Abstract | This study reports on shadowing's potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers' perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |