Student Teaching Practicum: Are We Doing It the Right Way?

Autor/inn/en	Portman, Daniel; Abu Rass, Ruwaida
Titel	Student Teaching Practicum: Are We Doing It the Right Way?
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 5, S.553-566 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1674566
Schlagwörter	Foreign Countries; Arabs; Student Teachers; Student Teaching; Practicums; Preservice Teacher Education; English Teachers; Second Language Instruction; English (Second Language); Student Teacher Attitudes; Reflection; Israel + Suchen Sie Ihr Suchwort? Ausland; Arab; Araber; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The role of English in Israel is important to the country's prosperity. However, Arab students' results are low on national exams, which could be due to a variety of factors. This paper focuses on the training of Arab English teachers as per the directives of the Ministry of Education, particularly the Academic Class practicum. Using both Legitimation Code Theory and Appraisal Theory, this study compares the propositional content of the practicum programme provided by a teaching college in central Israel, with the educational orientation of Muslim Arab student teachers. Results reveal a 'code clash' between the curricular policy and the student teachers, shedding light on ways to re-scaffold the practicum to work towards a 'code match'. (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