期刊論文
Pre-service English teachers' perceptions of newly arrived children from mainland China
EdLink- Pre-service English teachers' perceptions of newly arrived children from mainland China
- Journal of Education for Teaching, 40(2), 140-154, 2014
- Routledge
- 2014
- Population Groups, Population Policy, and Demographics - Children and Youth Education and Education Policy - Education Personnel and Population Population Groups, Population Policy, and Demographics - Immigrants and Aliens Education and Education Policy - Education Education and Education Policy - Teaching Methods Media - Mass Media Culture and Religion - Language and Languages Initial Teacher Education Mass Migration Immigrant Children Critical Reflection Children Education Mass Media English Language Educational Policy Immigrants Teaching Teachers
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- Hong Kong
- China
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- 1997.7 onwards
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- 專上教育
- The research reported here investigated pre-service English language teachers' perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their perceptions. The data analysis revealed that the participants widely perceived these children as deficit and consider them a serious professional challenge. Further examination of the data helped reveal media, life and teaching practicum experiences with immigrant children as crucial sources that contributed to the formation of these perceptions. The findings call for teacher education programmes to involve pre-service teachers in critical engagement with the mass media and their own experiences so that they can address the deficit model applied by teachers to immigrant children. [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/10.1080/02607476.2013.869966]
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- 英文
- 期刊論文
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- 02607476
- https://bibliography.lib.eduhk.hk/tc/bibs/ee966e48
- 2014-06-30
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