Teacher Education for World English Speaking Pre-Service Teachers: Making Transnational Knowledge Exchange for Mutual Learning

Autor/inn/en	Singh, Michael; Han, Jinghe
Titel	Teacher Education for World English Speaking Pre-Service Teachers: Making Transnational Knowledge Exchange for Mutual Learning
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 6, S.1300-1308 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.03.004
Schlagwörter	Preservice Teacher Education; Teaching (Occupation); Indigenous Knowledge; Teacher Educators; International Education; Intercultural Communication; Bias; Teamwork; Evaluation Methods; Student Evaluation; Preservice Teachers; Interviews; Case Studies; English; Native Speakers; Sociolinguistics + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching; Lehrberuf; Teacher education; Education; Lehrerbildung; Internationale Erziehung; Interkulturelle Kommunikation; Schulnote; Studentische Bewertung; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; English language; Englisch; Muttersprachler; Soziolinguistik
Abstract	Pre-service teachers are taught that the funds of knowledge their students bring to school provide intellectual resources to be engaged through productive pedagogies. Teacher education may assist and/or hinder World English Speaking (WES) pre-service teachers in gaining access to the teaching profession by doing likewise. The interpretative case study presented in this paper involves exploring possibilities for teacher education programs to make transnational knowledge connections through WES pre-service teachers. Evidence from interviews with WES pre-service teachers and their Anglophone teacher educators are analysed to elaborate issues confronting teacher education programs involving World English Speakers. The findings indicate that teamwork which is constructed to privilege the knowledge of Anglophone pre-service teachers over their WES peers is questionable. Further, WES pre-service teachers are not only structurally disadvantaged by teamwork practices that privilege local knowledge, they are also challenged by teacher educators' assessment procedures. The pressures created on teacher educators' workloads, may lead to "lean and mean" assessment procedures which serve to contain excessive demands on their labour, but do not necessarily resolve the dilemma of how to use assessment practices that minimise WES pre-service teachers' learning. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10