Questioning pedagogies: Hong Kong pre-service teachers' dialogic reflections on a transnational school experience

Questioning pedagogies: Hong Kong pre-service teachers' dialogic reflections on a transnational school experience

• Hepple, Erika School of Cultural and Professional Learning, Queensland University of Technology, Australia

Journal of Education for Teaching, 38(3), 309-322, 2012

Routledge

2012

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Transnational School-based Experience English as a Second Language Teacher Education Dialogic Reflection Discourse Analysis

• Hong Kong
• Australia

• 1997.7 onwards

• Post-Secondary Education

There are increasing opportunities in many countries for pre-service teachers to engage in a transnational school-based experience as part of study abroad programmes. The transformative potential of such transnational teaching experiences is recorded in research studies, often supported by data from participant surveys. However, there has been a lack of evidence investigating shifts in professional understanding derived from such experiences. This qualitative study addresses this issue by exploring the perspectives of 16 pre-service teachers of English as a Second Language from Hong Kong, who engaged in transnational teaching activities with primary school pupils in Australia during their study abroad programme. Discourse analysis of participants' dialogues traces how they encountered conflicting Discourses of 'student-centredness' in the Australian classroom. Reflecting dialogically on their experiences led participants to negotiate and reframe their understandings of language teaching pedagogy and themselves as language teachers. The findings demonstrate the importance of both peer and lecturer feedback into the process of dialogic reflection and the need for more longitudinal research into the impact of transnational school-based experience in pre-service teacher education.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607476.2012.668778]

• English

Journal Articles

• 02607476

• 10.1080/02607476.2012.668778

https://bibliography.lib.eduhk.hk/en/bibs/cfc8c098

2014-01-18