Participant Chinese teacher and student perceptions of an international teaching practicum with Australian pre-service teachers

Jin, Aijing; Foley, Annette; Cooley, Dean

doi:10.1080/14675986.2020.1783796

Cited by 9 publications

(6 citation statements)

References 17 publications

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“…They felt good things about teaching and wanted to continue to teach. Teaching practicum increased their eagerness and curiosity to become good teachers (Jin et al, 2020). The statements answered whether they wanted to be a teacher or not.…”

Section: Teacher Identitymentioning

confidence: 99%

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Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences

Krisdianata

Mbato

2022

JELTL

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<em>Constructing teacher identity is important for pre-service teachers, especially when taking part in teacher training practicums in school. Nonetheless, they faced many adversities, such as passive students, negative emotions, and anxiety. Therefore, pre-service teachers need to be aware of their capacity for resilience. This study aimed to discover the resilience factors pre-service teachers had in coping with the problems found in teacher training practicums in schools in constructing their teacher identity. A mixed-method study from questionnaires and semi-structured interviews was employed to gather quantitative and qualitative data. The participants reported that they faced hard times but displayed high resilient ability. It was influenced by their perseverance, ability to reflect, adaptive help-seeking, responses to the negative affect, and emotional regulation. The resilient ability supports the teacher identity construction after conducting a teaching practicum in school. Further research needs to consider the number of participants, gender, age, and the school levels where the teaching practicums are conducted to gain more perspectives on pre-service teachers’ resilience.</em>

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Section: Teacher Identitymentioning

confidence: 99%

“…Most pre-service teachers showed interest in becoming a teacher after teaching practicum in school (Jin et al, 2020). Their optimism was substantially influenced by their desire to try out the academic and pedagogical information they had acquired from university courses for teaching practicum.…”

Section: Teacher Identitymentioning

confidence: 99%

Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences

Krisdianata

Mbato

2022

JELTL

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“…Following the author's view that international education creates intercultural understanding, a condition that will foster a more peaceful world, it is worthwhile reflecting on how teaching and learning of Chinese students in the UK has been functioning, and how it can be improved. This paper contributes to ongoing debates about intercultural educational experiences of Chinese and Asian students in the UK, Australia, New Zealand, and Denmark (Jaeger & Gram, 2020;Jin et al, 2020;Li & Campbell, 2008), and the nature and practice of professional development in education. As such, this paper reflects on the author's teaching experiences (Social Sciences) with Chinese students in British Higher Education (UK HE) in 2019 and focuses on teaching and learning (not the program content itself).…”

Section: Introductionmentioning

confidence: 95%

Teaching and learning of Chinese students in the UK

Noort

2021

International Journal of Chinese Education

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Education partnerships between the United Kingdom (UK) and China continue to evolve. It is worthwhile reflecting on how teaching and learning of Chinese students in the UK has been functioning, and how it can be improved. This study focuses on short-term continuing professional development (CPD) courses taken by professional student cohorts from China in British Higher Education, and explores the application of constructivist learning approaches in regard to teaching and learning. This study suggests three forms of teaching adaptations as a response to- and accommodation of the short duration of the training programs, the seniority of the delegates, and the delegations’ expectations to learn fixed knowledge. Despite teachers’ willingness to adapt and acculturate CPD courses, divergent educational cultures influence the teaching process and students’ learning and experiences. The changing student body in UK Higher Education calls for more university-level attention and sharing of effective practices.

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“…This phenomenon increases the rapid growth of English learners globally while also increasing community from another country. Besides, a few studies of pre-service teachers trained in the EFL context undergoing their teaching practicum in other EFL countries are scarce in the literature (Jin, 2020;Kabilan et al, 2020;Yulia, 2019;Ulla, 2019). This research's primary focus is to investigate the challenges faced by Indonesian preservice teachers in the use of the English-only language teaching approach in Thai EFL classrooms and the language barriers that happened during the learning-teaching process.…”

Section: Introductionmentioning

confidence: 99%

A Retrospective Narrative Study of Pre-Service Teachers' Language Barrier Experiences in International Teaching Practicum

Chasanah

Sumardi²

2022

veles

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The present retrospective narrative study reported in this article explores the international teaching practicum program has become a new trend in a lot of university-based English as a Foreign Language (EFL) teacher education programs, particularly in Southeast Asian countries. This phenomenon led to the high demand for university-based EFL teacher education programs of having international networking which aims to give more cross-cultural understanding and experience for the pre-service teachers in teaching EFL abroad. This retrospective narrative case study aims to investigate the language socialization experiences and challenges of two Indonesian pre-service EFL teachers during the teaching practicum program in Thailand. The data was collected through participants’ teaching practicum documents and semi-structured interviews. Grounded in a retrospective narrative study and Relational Turning Point Events (RTPEs) theoretical framework, this study is hoped to provide a better understanding of the EFL teaching development, particularly for preparing pre-service teachers for intercultural teaching practicum.

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Participant Chinese teacher and student perceptions of an international teaching practicum with Australian pre-service teachers

Cited by 9 publications

References 17 publications

Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences

Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences

Teaching and learning of Chinese students in the UK

A Retrospective Narrative Study of Pre-Service Teachers' Language Barrier Experiences in International Teaching Practicum

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