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This book examines the complex issues of student teachers'
professional learning in the unique while worthwhile context of
underserved schools in English language teacher education, against
the backdrop of preparing 21st-century teachers who can work with
all students. Drawing on a socio-constructivist perspective, this
book explores student teachers' learning outcomes, learning
processes, and influencing factors of their learning during the
placement in underserved schools. Learning outcomes are presented
by disseminating student teachers' development in various
categories of practical knowledge, including knowledge of self,
knowledge of context, knowledge of curriculum, subject matter
knowledge, knowledge of instruction, knowledge of English teachers
and the teaching profession, as well as knowledge of interpersonal
relationships. Learning processes are revealed that student
teachers learn by broadening, consolidating, deepening, and
developing practical knowledge in the upward spiral with individual
knowledge categories, and by integrating practical knowledge from
different knowledge categories. Additionally, different factors
have influenced the professional learning experiences, including
student teachers' practical knowledge before teaching practicums,
critical incidents happened during teaching practicum, student
teachers' observant and reflective stances, the underserved school
settings, people involved in the practicums, and the student
teachers' goals for taking part in the practicums.
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