Changes in thinking and pedagogical knowledge in learning to teach English as a second language

Changes in thinking and pedagogical knowledge in learning to teach English as a second language

• Li, Ka Wo Benjamin The Hong Kong Institute of Education

Asia Pacific Journal of Language in Education, 5(2), 1-31, 2003

Hong Kong Institute of Educational Research

2003

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper explores how Hong Kong student teachers develop professional knowledge in learning to teach English as a Second Language (ESL). Three student teachers were tracked over the two years of their initial teacher education programme with data collected at periodic intervals during the programme in order to chart the development of their professional knowledge. Results show that although the student teachers underwent critical changes in their thinking and knowledge, these changes were not necessarily reflected in their classroom practice. This enquiry into the student teachers’ professional learning extends our understanding of the impact of initial teacher education on ESL student teachers’ thinking about language teaching and learning, and their development of pedagogical knowledge. Implications are drawn for developing second language teacher education programmes in the Hong Kong context.
[Copyright © 2003 The Hong Kong Institute of Education.]

• English

Journal Articles

• 10290680

https://bibliography.lib.eduhk.hk/bibs/570cd3bc

2015-03-26