Beyond Practicum: Interplay between Prospective EFL Teachers’ Conceptualizations of Field Experience and Teaching Career
Abstract
Keywords
Full Text:
PDFReferences
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & education, 52(1), 154-168.
Gebhard, J. G. (1990). Interaction in a teaching practicum. In J. C. Richards & D. Nunan, Second language teacher education (pp. 118-131). Cambridge, England: The Press of the University of Cambridge.
Gebhard, J. G., Gaitan, S. And Oprandy, R. (1990). Beyond prescription: the student teacher as investigator. In J. C. Richards & D. Nunan, Second language teacher education (pp. 118-131). Cambridge, England: The Press of the University of Cambridge.
Han, J. (2005). “World English Speaking” student-teachers’ entry into the education profession: The practicum as a stimulus to metamorphosis. paper presented at the 2005 International Education research Conference of the Australian Association for Research in Education, “Creative Dissent: Constructive Solutions,”, available at http://www.aare.edu.au/05pap/han05677.pdf
Hodge, S., Ammahb, J., Caseboltc, K., Lamasterd & O'Sullivana. (2004). High school general physical education teachers' behaviors and beliefs associated with inclusion. Sport, Education and Society, 9 (3).
Lazaraton & Ishihara. (2005). Understanding Second Language Teacher Practice Using Microanalysis and Self-Reflection: A Collaborative Case Study.The Modern Language Journal. 89 (4), 529-542.
Manuel, J. & Hughes, J. (2006). ‘It has always been my dream’: exploring pre‐service teachers’motivations for choosing to teach. Teacher Development: An international journal of teachers' professional development 10:01, 5-24.
McIntyre, J., Byrd, D., & Fox, S. (1996). Field and laboratory experiences. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 171-193). New York: Macmillan.
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: the relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25, 89e100.
Mukminin, A., Kamil, D., Muazza, M., & Haryanto, E. (2017). Why teacher education? Documenting undocumented female student teachers’ motives in Indonesia: A case study. The Qualitative Report, 22(1), 309-326.
Papanastasioui, C. & Papanastasiou, E. (1997). Factors that Influence Students to Become Teachers, Educational Research and Evaluation: An International Journal on Theory and Practice, 3:4, 305-316.
Parkay, F. W. & Hardcastle, B. (1991). Becoming a Teacher: Accepting the Challenge of a Profession (2nd ed). Boston: Allyn and Bacon.
Polio, C. & Wilson-Duffy, C. (1998). International students' perspective on a North American MA TESOL practicum. TESOL Journal, 7, 24-29.
Reynolds, A., Ross, S., Rakow, J. H. (2002) Teacher retention, teaching effectiveness, and professional preparation: a comparison of professional development school and non-professional development school graduates. Teaching and Teacher Education, 18, 289–303.
Richards, J. C., B. Ho & K. Giblin (1996). Learning how to teach in the RSA Cert. In D. Freeman & J. C. Richards (eds.), Teacher Learning in Language Teaching (pp. 242-259), Cambridge: CUP.
Ritchie, J., & Lewis, J. (2003). (Eds.). Qualitative research practice: A guide for social science students and researchers. Thousand Oaks, CA: Sage.
Ruhland, S. K. (2001). Factors that influence the turnover and retention of Minnesota’s technical college teachers. Journal of Vocational Education Research, 26(1), 56–76.
Roberts, J. (1998). Language Teacher Education, London: Arnold Publishing.
Rots, I., Aelterman, A., Devos, G., Vlerick, P. (2006). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543–556.
Rotsa, I. Kelchtermansb, G. and Aeltermana, A. (2012) Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28, 1-10.
Shinde, M. B. & T. K. Karekatti. (2012). International Journal of Instruction, 5, 1. 69–86.
Snyder, J. F., Doerr, A. S. & Pastor, M. A. (1995). Perceptions of preservice teachers: the job market, why teaching, and alternatives to teaching (Slippery Rock University, PA, American Association for School, College and University Staffing [AASCUS]).
Stokking, K., Leenders, F., De Jong, J., & Van Tartwijk, J. (2003). From student to teacher: Reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education, 26(3), 329–350.
Trochim, W., Cook, J., & Setze, R. (1994). Using concept mapping to develop a conceptual framework of staff’s views of a supported employment program for persons with severe mental illness. Consulting and Clinical Psychology, 6 (4), 766 –775.
Tschannen-Moran, M. & Woolfolk Hoy, A.. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
LaTurner, S. (2002). Training counselors to work with Native American clients. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse: ED465933.
Turney, C. (1982a). The practicum in teacher education: Research practice and supervision. International Specialized Book Service Incorporated.
Zeichner, K. M. and Grant, C. (1981). Biography and Social structure in the socialization of student teachers. Journal of Education for Teaching 1, 198-314.
Zientek, L. R. (2007). Preparing high quality teachers: Views from the classroom. American Educational Research Journal: Teaching, Learning, and Human Development, 44, 959-1001.
Zeichner, K. (2002). Beyond Traditional Structures of Student Teaching Teacher Education Quarterly, 29, 2, 59-64.
DOI: https://doi.org/10.7575/aiac.alls.v.10n.1p.154
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.