Literaturnachweis - Detailanzeige
| Autor/inn/en | Pazilah, Fetylyana Nor; Hashim, Harwati; Yunus, Melor Md |
|---|---|
| Titel | Service-Learning in English as a Second Language Teacher Training Program: Exploring Preservice Teachers' Authentic Learning Experiences |
| Quelle | In: Arab World English Journal, 12 (2021) 2, S.377-398 (22 Seiten)
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| Zusatzinformation | ORCID (Pazilah, Fetylyana Nor) ORCID (Hashim, Harwati) ORCID (Yunus, Melor Md) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2229-9327 |
| Schlagwörter | Service Learning; English (Second Language); Second Language Instruction; Language Teachers; Preservice Teachers; Preservice Teacher Education; Authentic Learning; Learning Experience; Foreign Countries; Student Experience; Student Attitudes; Malaysia |
| Abstract | As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates preservice teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the preservice teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs. (As Provided). |
| Anmerkungen | Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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