A Comparison of Student Teachers' Perceptions of School Placement Experience in Malta and China Compare

Autor/inn/en	Spiteri, Damian; Sang, Guoyuan
Titel	A Comparison of Student Teachers' Perceptions of School Placement Experience in Malta and China Compare
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 6, S.888-904 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1471342
Schlagwörter	Cross Cultural Studies; Teacher Student Relationship; Foreign Countries; Student Teacher Attitudes; Placement; Teaching Experience; College Environment; Cultural Differences; Cultural Influences; Active Learning; Socialization; College Faculty; Student Teachers; School Culture; Comparative Education; Teacher Education Programs; Malta; China + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Betriebspraktikum; Praktikum; Hochschulumwelt; Kultureller Unterschied; Cultural influence; Kultureinfluss; Aktives Lernen; Socialisation; Sozialisation; Fakultät; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulkultur; Schulleben; Vergleichende Erziehungswissenschaft
Abstract	This study explores the insights about teaching that student teachers elicit from schools when they go on their first school placements. It thereby offers an appraisal of how student teachers experience teaching when still at the relatively early stages of training and how they are socialised into a role where they become protagonists who can create a positive teaching climate in the classroom. The authors approach this study from the perspective of construction of meanings and consider the discourse that takes place in candidate teacher-student interactions in two university settings -- in Malta and China, respectively. The study shows how student teachers believe that cultures and cultural differences need to be clearly considered across the curriculum if schools are to promote active learning equitably. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01