Preservice Teachers' Epistemic Agency during Practicums: Case Studies from Macau

Autor/inn/en	Yang, Hongzhi; Gong, Yang
Titel	Preservice Teachers' Epistemic Agency during Practicums: Case Studies from Macau
Quelle	In: Language, Culture and Curriculum, 36 (2023) 4, S.471-488 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Hongzhi) ORCID (Gong, Yang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2023.2239848
Schlagwörter	Preservice Teachers; Practicums; Teacher Education Programs; Personal Autonomy; Student Attitudes; Foreign Countries; Lesson Plans; Diaries; Epistemology; Prior Learning; Macau + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Individuelle Autonomie; Schülerverhalten; Ausland; Lesson planning; Unterrichtsplanung; Diary; Tagebuch; Erkenntnistheorie; Vorkenntnisse
Abstract	Preservice teachers' (PSTs) epistemic agency during their practicum experiences is not yet fully understood. In this study, we collected data in the form of in-depth interviews, reflective journals, and lesson plans from two Chinese language PSTs, and examined their epistemic agency during their practicums in Macau from a cultural-historical activity theory perspective. First, this study offers an analytical model that revealed the dynamics of epistemic agency development during PSTs' practicums. Second, the analysis showed how PSTs' social situations and prior learning experience recursively shaped their epistemic agency. The study raises important implications for teacher education, highlighting the importance of supporting PSTs' epistemic agency by providing epistemic resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01