A Preservice Teacher's Experiences Teaching English Abroad: From ESL to EFL

Autor/inn/en	Lengeling, M. Martha; Schneider, Melanie L.
Titel	A Preservice Teacher's Experiences Teaching English Abroad: From ESL to EFL
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 2, S.81-94 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lengeling, M. Martha) ORCID (Schneider, Melanie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Preservice Teachers; Teaching Experience; English (Second Language); Second Language Instruction; International Education; Practicums; Study Abroad; Elementary School Teachers; Foreign Countries; Socialization; Student Attitudes; Teaching Methods; Differences; Regional Characteristics; Technology Uses in Education; Mexico + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Internationale Erziehung; Practicum; Praktikum; Praktika; Studies abroad; Auslandsstudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Socialisation; Sozialisation; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterscheiden; Regionaler Faktor; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mexiko
Abstract	Although an international teaching practicum is assumed to broaden teacher candidates' cultural, linguistic, and pedagogical knowledge, the nature of this growth and its relation to teacher education practices have yet to be fully explored. Using a sociocultural perspective and drawing on the concepts of teacher socialization and a growth mindset, this qualitative case study investigates the experiences of a U.S. preservice teacher teaching English in a Mexican primary school. Analysis of teaching observations, the participant's reflections, and an interview revealed the teacher's growing sensitivity to the teaching context. She gradually recognized the differences between teaching English in the two countries, prompting a shift in pedagogy to one more compatible with teaching English as a foreign language. The importance of teaching context on teacher socialization is also examined. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01