A Frog in a Well Shaft: Lessons from China on Learning to Teach

Autor/inn/en	Spalding, Elizabeth; Wang, Jian; Lin, Emily; Butcher, John
Titel	A Frog in a Well Shaft: Lessons from China on Learning to Teach
Quelle	In: New Educator, 5 (2009) 2, S.113-134 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Constructivism (Learning); Faculty Development; Teacher Improvement; Preservice Teachers; Teacher Effectiveness; Foreign Countries; Teaching Experience; Reflective Teaching; Teacher Attitudes; Context Effect; English (Second Language); Teaching Methods; Summer Programs; Second Language Instruction; Cultural Differences; Teacher Competencies; Elementary School Students; Teacher Education; Student Diversity; Consciousness Raising; China + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sommerkurs; Fremdsprachenunterricht; Kultureller Unterschied; Lehrkunst; Lehrerausbildung; Lehrerbildung; Bewusstseinsbildung
Abstract	Understanding the interplay among experience, beliefs, and contexts of teaching in preservice and inservice teachers' learning to teach is crucial to improving teacher quality for diverse populations. This study examined the impact of a summer camp English teaching experience in China on the ideas and practice of two White, middle-class female teacher education students with varying backgrounds and experience. Data sources included surveys, interviews, and classroom observations. The study found that when teachers approach new experiences as learners, they are more likely to adopt constructivist pedagogy. In addition, the study found that professional experience and credentials are not necessarily good indicators of how well teachers will perform with students whose cultures are different from their own. Rather, context, personal history, identity, and the disposition to view teaching and learning as reciprocal and recursive processes are interconnected factors that significantly influence teacher development. (Contains 1 table.) (As Provided).
Anmerkungen	City College of New York, The School of Education. Convent Avenue at 138th Street, New York, NY 10031. Tel: 212-650-5182; Fax: 212-650-5182; Web site: http://www1.ccny.cuny.edu/prospective/education/theneweducator/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10