Literaturnachweis - Detailanzeige
| Autor/inn/en | Lin, Zhong; Wu, Bin |
|---|---|
| Titel | University-Based Teaching Practice for Teacher Identity Construction: A Substitute of School Practicum for EFL Students in Non-Teaching-Oriented Programs |
| Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 3, S.454-456 (3 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-7476 |
| DOI | 10.1080/02607476.2021.1886833 |
| Schlagwörter | Professional Identity; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Feedback (Response); Teacher Education Programs; Preservice Teachers; Student Attitudes; Mentors; Universities; Practicums; Foreign Countries; China |
| Abstract | This research reports how four Chinese EFL (English as a Foreign Language) students construct their teacher identities through a university-based teaching practice. Drawing on interviews with four pre-service teachers, interviews with mentors and supervisor teachers, lesson plans, and supervisor teachers' feedback, this study indicates that the university-based practice plays a part in pre-service EFL teachers constructing identity by modifying their primitive imagination. We argue that a makeshift simulated context can be a substitute for practicum sites. The research suggests implications for teacher education in different disciplinary, linguistic and sociocultural contexts. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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