The Influence of Discussion Prompts on Fostering Student Teachers' Competence in Knowledge of English Instruction

Autor/in	Chien, Chin-Wen
Titel	The Influence of Discussion Prompts on Fostering Student Teachers' Competence in Knowledge of English Instruction
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 16 (2022) 3, Artikel 9 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Discussion; Cues; Student Teachers; Teacher Competencies; Knowledge Level; English (Second Language); Second Language Instruction; Foreign Countries; Elementary School Teachers; Practicums; Student Teacher Attitudes; Pedagogical Content Knowledge; Taiwan + Suchen Sie Ihr Suchwort? Diskussion; Stichwort; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrkunst; Wissensbasis; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Practicum; Praktikum; Praktika; Pädagogische Kompetenz
Abstract	This study analyzed questionnaire, pre-test, post-test, and online posts to explore influence of discussion prompts on the competence in English instruction of seven student teachers of elementary school EFL (English as a Foreign Language) in a practicum in Taiwan. This study reached the following conclusions. First, student teachers had good perceptions of the discussion prompts, particularly their effects on reflection on and relevance of English instruction. Secondly, student teachers had good perceptions of discussion prompts because of their clarity; however, they were not satisfied with inactive discussions among participants. Finally, participants' education background and teaching experience affected their perceptions and learning via discussion prompts. A conceptual framework on effective implementations of discussion prompts was suggested. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01