Preservice EAL teaching as emotional experiences: Practicum experience in an Australian secondary school

Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia

“…While Frank and Kate's teaching was more responsive to the context and more successful, Maria was yet to show this capability. Past research indicates that as a result of the lack of contextual knowledge, PSTs encounter challenges that are counter-productive to their professional learning (M. H. Nguyen, 2014). This knowledge has also long been regarded an important domain of the knowledge base of second language teaching (Richards, 1998).…”

Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

“…This is supported by an activity theory perspective (e.g., Engeström, 1987Engeström, , 2001Leffa, 2005) in that there are people in the context of language teaching who co-participate in the teaching activity as members of community, among whom learners are the most obvious. This is empirically evident in a growing body of research where language learners were found to play an influential role in shaping the preservice teacher's professional learning experience (e.g., de Courcy, 2011;Gao & Benson, 2012;M. H. Nguyen, 2014;Riesky, 2013).…”

“…Especially, the study with the support of a sociocultural framework is able to systematically analyse the interaction between these factors and identify contradictions between them and how the contradictions contributed to the teacher's emotional experiences. In general, supported by a sociocultural framework, the studies by Ahn (2011), Dang and colleagues (Dang, 2012(Dang, , 2013Dang & Marginson, 2013;M. H. Nguyen (2014) demonstrate a more ies.ccsenet.org International Education Studies Vol.…”

“…Within a constructivist paradigm, the personal and contextual aspects of teacher practices have powerful roles in shaping the ways teachers work, and therefore are instrumental in the understanding of teacher practices. For example, a study on a preservice teacher's school-based practicum experience (M. H. Nguyen, 2014) shows that the preservice teacher experienced strong emotions that in turn influenced her professional learning experience. These emotions resulted from the interaction between a multitude of factors such as the contradictions between her mentor teacher's view of teaching and that of her own or between her learning needs and the level of support applicability to practicing teachers" (Yates & Muchisky, 2003, p. 140).…”

“…Factors such as border-crossing of people and organisations, rich source of internet ELT materials, availability of internet technological tools, a world-shared culture, the spreading of English as a means of instruction, global knowledge flows, and national language policies are among the most important contextual factors that influence the paired placement experience of the Vietnamese preservice ELT teachers. Also taking a sociocultural approach, M. H. Nguyen (2014) is able to trace the influence of multiple personal and contextual factors on a preservice English language teacher's learning, including a non-native English speaker background, inadequacies in English language, power relations within the teacher learning context, rule systems, and mentoring support. Especially, the study with the support of a sociocultural framework is able to systematically analyse the interaction between these factors and identify contradictions between them and how the contradictions contributed to the teacher's emotional experiences.…”