Illuminating Chinese EFL Student Teachers' Paradoxical Perceptions of Theory Learning Experiences

Autor/inn/en	Yan, Chunmei; He, Chuanjun
Titel	Illuminating Chinese EFL Student Teachers' Paradoxical Perceptions of Theory Learning Experiences
Quelle	In: Ethnography and Education, 17 (2022) 1, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2021.2005649
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Graduate Students; Teacher Educators; Foreign Countries; Teacher Education Programs; Student Teachers; Learning Experience; Ethnography; Masters Programs; Language Teachers; Educational Theories; Reflection; Student Teacher Attitudes; Educational Change; Teaching Methods; Attitude Change; Educational Experience; Research Papers (Students); China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lernerfahrung; Ethnografie; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Bildungserfahrung
Abstract	Theory-practice gap has been a long-standing challenge in teacher education, however, there has been scarce attention to student teachers' theory learning experiences. This ethnographic study aimed to examine Chinese EFL (English as a foreign language) M.E.d. student teachers' perceptions of the value of theory and their experiences of theory learning on the Master of Education programme. Four triangulated sources of data were employed, including student teachers' portfolios of written responses to academic papers and reflections on their two-stage school experiences, longitudinal participant observations, course evaluations, and focus groups. It was found that the student teachers held paradoxical perceptions about theory learning. They endorsed the importance of theories, but resisted the mainstream theory learning methods which heavily relied on de-contextualised lecturing by teacher educators. To enhance student teachers' theory learning experiences requires teacher educators' overall instructional transformations, increased opportunities for reflective learning-to-teach experiences, and student teachers' attitudinal change and sustained efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01