Designing and Implementing the TESOL Teaching Practicum Abroad: Focus on Interaction

Tomaš, Zuzana; Farrelly, Rai; Haslam, Mara

doi:10.1002/j.1545-7249.2008.tb00155.x

Cited by 27 publications

(11 citation statements)

References 4 publications

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“…Most books and research studies that I have reviewed focus on mentoring new teachers (Boreen et al, 2009;Daresh, 2003;Hobson, Asnby, Malderez, & Tomlinson, 2008;Johnson, 2008;Kajs, 2002;McCann & Johannessen, 2008;Nguyen, 2008;Portner, 2008;Stanulis, Floden, & Pearson, 2002;Villani, 2002;Wang, Strong, & Odell, 2004), student teacher (Akalin, Özata, & Özbay, 2009;Karavas & Drossou, 2009;Stanulis & Russell, 2000;Tercanlioglu, 2004), general education (Hobson et al, 2008;Hudson, 2013), practicum (Tomas, Farrelly, & Haslam, 2008), or language teacher education (Akalin et al, 2009;Arnold, 2006;McCann & Johannessen, 2008;Mittica, 2003;Tercanlioglu, 2004). There are a few studies that focus on the mentoring issue among pre-service English teachers (Hudson, 2013;Hudson & Nguyen, 2008;Hudson, Ngueyn, & Hudson, 2007;Moseley & Ramsey, 2005).…”

Section: Mentoringmentioning

confidence: 97%

Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring

Chien

2014

Teachers and Teaching

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Though it is well known that pre-service teachers' field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take 'Teaching Methods and Materials' in elementary school's seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching demonstrations among real elementary school students. This case study discusses 35 pre-service English teachers' professional learning and the field experience they acquired from expert teachers in the Teaching Methods and Materials of English in the Elementary School course in Taiwan. Data in this study include: (1) observation notes, (2) lesson plans, worksheets, and teaching materials, (3) videos on teaching demonstrations, (4) conversation notes on lesson planning, (5) the class syllabus, (6) semi-structured interviews with expert teachers, and (7) participants' reflections on their mentoring experience. Participants held positive attitudes toward the mentoring experience and their expert teachers. Because it helped them combine their knowledge of the classroom context, lesson plan content, instructional pedagogy, and their students, these 35 participants regarded teaching practice as more beneficial than observing expert teachers' instructions and having conversation with expert teachers after teaching practice. In addition to mentored field experience, online discussions and seminars on topics are suggested for inclusion in mentoring activities.

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Section: Mentoringmentioning

confidence: 97%

Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring

Chien

2014

Teachers and Teaching

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“…Teacher participants benefit from direct interactions and collaborations with teachers in the host countries through school visits or teaching opportunities. In addition, teacher participants were also found to have more opportunities to collaborate within the group through study abroad programs (Tomaš, Farrelly, & Haslam, 2008).…”

Section: Design Of Study Abroad Programs For Teachersmentioning

confidence: 99%

Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

Lundgren

Pynes

2017

Teaching and Teacher Education

100

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A comprehensive study abroad program is one of the most effective ways to prepare multicultural and global teachers. However, in teacher education, most of the study abroad programs are designed for preservice teachers. In this study, we detailed the design of a shortterm study abroad program for inservice teachers and reported on the impact of the program not only on teachers' intercultural competence development, but also their teaching beliefs and practices. Discussions and implications were provided for educators designing study abroad programs for teachers.

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“…Research on language teaching mentoring indicates that mentoring can occur in different professional contexts where support is provided to pre‐service student teachers (e.g., Maynard, ; Tomaš, Farrelly, & Hasam, ) and to in‐service novice teachers (e.g., Bowman, Boyle, Greenstone, Herndon, & Valente, 2002). In pre‐service contexts, student teachers engage in relationships with different teaching professionals.…”

Section: Contexts For Mentoringmentioning

confidence: 99%

“…A practicum includes an experiential component in which student teachers interact with a cooperating teacher or school mentor and university liaison while participating in a real teaching context. Tomaš et al () advocated a teaching practicum that reflects the potential resources and challenges that will be faced in student teaching. They reported on an international practicum involving several U.S.‐based EFL student teachers in the Czech Republic.…”

Section: Approaches To Mentoringmentioning

confidence: 99%

Research on Mentoring Language Teachers: Its Role in Language Education

Delaney¹

2012

Foreign Language Annals

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Mentoring has been considered a key component in teacher education and professional development. This literature review considers publications on language mentoring from the last 10 years that have described programs and mentoring practices in pre‐service (i.e., student teaching) and in‐service contexts (i.e., graduate teaching assistants and beginning language teachers) in the United States and abroad. The main goal of this review is to document the effects that some variables have on the mentor‐mentee relationship, to describe the impact of mentoring on language teachers’ professional development, and to identify areas of further research that can help improve mentoring practices in language teaching.

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Designing and Implementing the TESOL Teaching Practicum Abroad: Focus on Interaction

Cited by 27 publications

References 4 publications

Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring

Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring

Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

Research on Mentoring Language Teachers: Its Role in Language Education

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