"Let Them Fish": Empowering Student-Teachers for Professional Development through the Project Approach

Autor/inn/en	Goh, LayHuah; Loh, Kok-Cheang
Titel	"Let Them Fish": Empowering Student-Teachers for Professional Development through the Project Approach
Quelle	In: Educational Action Research, 21 (2013) 2, S.202-217 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.789725
Schlagwörter	Action Research; Theory Practice Relationship; Teaching Methods; Professional Development; Feedback (Response); Reflection; Empowerment; Student Teachers; Student Projects; Foreign Countries; Problem Based Learning; Communication Skills; Interpersonal Competence; Interpersonal Relationship; Student Responsibility; Teacher Responsibility; Professional Identity; English (Second Language); Second Language Instruction; Inquiry; Malaysia + Suchen Sie Ihr Suchwort? Projektforschung; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulprojekt; Ausland; Problem-based learning; Problemorientiertes Lernen; Kommunikationsstil; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrverpflichtung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	This action research was a form of "appreciative enquiry" into my practice with my group of Bachelor in Education (TESL) students. I have adopted a postmodernist approach to research as narrative; that is "research as it is experienced" and not just "research as it is described". I used a project as an approach to relinquish control and empower my students to organize a seminar for their professional development. Twenty-six student-teachers (15 males and 11 females), aged around 24 years old, made up my target group. In this study, I used three data sources: student reflections, a "post-mortem" feedback session, and a self-reflection journal. All documented reflections, communications and transcriptions were analysed to elicit patterns and conclusions from the data. A significant learning point for the student-teachers was that communication and interpersonal skills were important in getting results from the top management and people of authority. The project was a process of change and self-discovery for the student-teachers. Students had to get over their resistance towards unwanted responsibilities and accept that in the real world, irrespective of their preferences, the job has to be done. The learning points I have acquired from this action research exercise will allow me to improve the project approach and make it more effective for increased capacity-building of the future teachers in my care. This research was significant in exploring the issue of empowerment in developing the professionalism of the student-teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10