Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face?

Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face?

• Gan, Zheng Dong Hong Kong Institute of Education

Australian Journal of Teacher Education, 38(3), 92-108, 2013

Australia

School of Education, Edith Cowan University

2013

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language

Communicative Competence (Languages) English (Second Language) Student Teachers Classroom Techniques Teaching Practice

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

This study investigates the challenges sixteen non-native preservice English as a second language (ESL) teachers in a Bachelor of Education (English Language) (BEdEL) program from Hong Kong experienced in an eight-week teaching practicum. Qualitative data from semi-structured interviews and reflective journals were collected from all 16 participants to obtain a detailed description of the participants' perceptions of their field-based practicum experiences. Results indicate that the preservice teachers' practicum was characterised by a reality shock due to difficulties in experimenting with pedagogical practices they were taught in the BEdEL program, and a lack of sense of control in class. This reality shock could destabilise the already anxious student teachers and have adverse effects well beyond the eight-week teaching practicum. Inadequacy in English language competence also appeared to affect not only these student teachers' teaching performance but also how they established and maintained their teacher role and relationship with their students. Implications of the results for strengthening current ESL teacher preparation programs in non-native English speaking contexts are discussed.
[Copyright of Australian Journal of Teacher Education is the property of School of Education, Edith Cowan University. Full article may be available at the publisher's website:
http://dx.doi.org/10.14221/ajte.2013v38n3.3/]

• English

Journal Articles

• 03135373
• 1835517X

• 10.14221/ajte.2013v38n3.3

https://bibliography.lib.eduhk.hk/bibs/36cd2081

2014-05-29