Examining interaction in the teaching practicum: Issues of language, power and control

Examining interaction in the teaching practicum: Issues of language, power and control

• Hyland, Fiona University of Hong Kong
• Lo, Margaret M. University of Hong Kong

Mentoring & Tutoring: Partnership in Learning, 14(2), 163-186, 2006

Routledge

2006

• M 教師與教師教育
  • MA 教師之專業教育
• G 課程與教學:個別教學範疇
  • GB 英文
• C 教學心理學
  • CB 學習心理

Feedback (Response) Student Teachers Practicums Foreign Countries Tutors Power Structure English (Second Language) Second Language Instruction Language Teachers Recall (Psychology) Interviews Case Studies Communication Problems

• Hong Kong

• 1997.7 onwards

• 專上教育

This study examines the post-observation interactions between six English as a Second Language (ESL) student teachers and their university tutors during their teaching practicum in Hong Kong. Data consist of interviews with university tutors, transcriptions of recorded conferences and stimulated recall interviews with student teachers. Case studies of two student teachers are used to examine the impact of the tutors' feedback and to highlight the way that the student teachers' response is affected by the power relations involved in the dialogue. The article also considers some areas in which miscommunication occurred between tutors and student teachers and discusses possible reasons for this.
[Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13611260500493535]

• 英文

期刊論文

• 13611267

• 10.1080/13611260500493535

https://bibliography.lib.eduhk.hk/tc/bibs/df7bf901

2010-09-08