摘要
The goal of this small scale retrospective study is to examine the perceptions of Chinese EFL(English as a foreign language) teacher trainees of what they do and what they develop in the practicum. Research questions guiding this research are:(1)How much relative attention do Chinese teachers attribute to teaching EFL areas in the practicum in retrospect?(2) What activities do Chinese EFL teachers recollect doing in the practicum? and(3) What are the areas which they are aware of having developed in during the practicum? A questionnaire targeting EFL areas and general activities is employed to collect data; items contain 5-point Likert scales and three open-ended questions. Forty-eight respondents(44 female) are included in the sample. In the teaching of EFL areas, the results indicate that the participants experienced more emphasis on exam-oriented areas. The means for practicum activities show that participants highlighted learning by observation, discussion, and journals, among their various recalled activities. When evaluating development and learning opportunity in the practicum, participants reported improvements in general pedagogical knowledge, but they missed out on other aspects of teacher knowledge. The findings bring about evidence in what is effective and what is not of the practicum. It gives guidance to what could be changed for the practicum.
The goal of this small scale retrospective study is to examine the perceptions of Chinese EFL （English as a foreign lan- guage） teacher trainees of what they do and what they develop in the practicum. Research questions guiding this research are： （1） How much relative attention do Chinese teachers attribute to teaching EFL areas in the practicum in retrospect？ （2） What activities do Chinese EFL teachers recollect doing in the practicum？ and （3） What are the areas which they are aware of having developed in during the practicum？ A questionnaire targeting EFL areas and general activities is employed to collect data; items contain 5-point Likert scales and three open-ended questions. Forty-eight respondents （44 female） are included in the sample. In the teaching of EFL areas, the results indicate that the participants experienced more emphasis on exam-oriented areas. The means for practicum activities show that participants highlighted learning by observation, discussion, and journals, among their various recalled activi- ties. When evaluating development and learning opportunity in the practicum, participants reported improvements in general peda- gogical knowledge, but they missed out on other aspects of teacher knowledge. The findings bring about evidence in what is effec- tive and what is not of the practicum. It gives guidance to what could be changed for the practicum.
出处
《海外英语》
2018年第11期238-241,共4页
Overseas English
基金
2015年重庆市教育科学“十二五”规划课题《渝东北地区农村初中英语教师现状调查及培训对策研究》(项目编号2015-JC-084)的阶段研究成果
