期刊論文
Confronting difference: Learning to teach in a borderland school in Hong Kong
EdLink- Confronting difference: Learning to teach in a borderland school in Hong Kong
- Advances in Research on Teaching, 46, 53-73, 2023
- Emerald Publishing Limited
- 2023
-
- Hong Kong
-
- 1997.7 onwards
-
- 專上教育
- This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China). Copyright © 2023 Emerald Publishing Limited.
-
- 英文
- 期刊論文
-
- 14793687
- https://bibliography.lib.eduhk.hk/tc/bibs/f0696e9c
- 2024-04-09
最近的期刊論文
Young Chinese language learners' L2 motivational self system and learning achievement in Chinese literacy acquisition期刊論文
Will generative AI replace teachers in higher education? A study of teacher and student perceptions期刊論文
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation期刊論文
Weaving the fabric of social and emotional learning in the context of teaching: A study in a Hong Kong kindergarten classrooms期刊論文
What do music listening tests assess? Applying the Rasch testlet models to the HKDSE data期刊論文
Validation of Service-Learning Outcomes Measurement Scale-Short Version (S-LOMS-SV) with new samples and cross-cultural comparisons期刊論文
Using expansive learning to design and implement video-annotated peer feedback in an undergraduate general education module期刊論文
Unlocking CLIL success: Exploring the interplay between students' self-regulation levels, linguistic challenges and learning outcomes in Hong Kong secondary education期刊論文