Examining Chinese and Spanish Preservice Teachers' Practicum Teaching Experiences: A Transformative Learning Perspective

Autor/inn/en	Zhu, Gang; Iglesia, Pedro Membiela; Wang, Ke
Titel	Examining Chinese and Spanish Preservice Teachers' Practicum Teaching Experiences: A Transformative Learning Perspective
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 1, S.124-128 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Gang) ORCID (Wang, Ke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1708623
Schlagwörter	Preservice Teachers; Practicums; Teaching Experience; Educational Experience; Transformative Learning; Learning Theories; Diaries; Self Esteem; Behavior Change; College School Cooperation; Foreign Countries; Attitude Change; Student Attitudes; Cross Cultural Studies; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; China; Spain + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Bildungserfahrung; Pädagogische Transformation; Learning theory; Lerntheorie; Diary; Tagebuch; Self-esteem; Selbstaufmerksamkeit; Ausland; Attitudinal change; Einstellungsänderung; Schülerverhalten; Cultural comparison; Kulturvergleich; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanien
Abstract	This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected reflective journals from the participants. Framed by this model, the authors traced the Chinese and Spanish preservice teachers' transformative professional learning experiences evidenced by (1) disorienting dilemma, (2) reflection and exploration of assumptions, (3) gaining confidence in a new role, (4) behaviour changes, and (5) integration of new perspectives. Implications for fostering a third space, namely hybridity and boundary-crossing between university and schools, during teaching practicum are discussed in this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01