How a One-Year Overseas Teacher Education Programme Improved a Teacher's Motivation Strategies

Autor/in	Wong, Ruth
Titel	How a One-Year Overseas Teacher Education Programme Improved a Teacher's Motivation Strategies
Quelle	In: Pedagogy, Culture and Society, 24 (2016) 3, S.313-328 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2016.1166148
Schlagwörter	Teacher Education Programs; Longitudinal Studies; Study Abroad; Inservice Teacher Education; English (Second Language); Second Language Learning; Second Language Instruction; Practicums; Asians; Teaching Methods; Teacher Effectiveness; Foreign Countries; Observation; Student Motivation; Learning Motivation; Faculty Development; Program Effectiveness; Language Teachers; Case Studies; Semi Structured Interviews; Australia; Hong Kong + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studies abroad; Auslandsstudium; Lehrerfortbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Practicum; Praktikum; Praktika; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Beobachtung; Schulische Motivation; Motivation for studies; Lernmotivation; Language teacher; Sprachunterricht; Case study; Fallstudie; Case Study; Australien; Hongkong
Abstract	This longitudinal study investigates how in-service study abroad can improve the professional skills of teachers in regard to the strategies and attitudes they use to better motivate their students to learn English. The subject of this study is an in-service English as a Foreign Language (EFL) teacher from China who undertook a one-year teacher training course in Hong Kong and Australia, including taught modules, school attachment and teaching practicum. A series of interviews and classroom observations were conducted as the course progressed in order to collect the participant's views and practical strategies she plans to employ to enhance student motivation. Benefits of the one-year overseas training course are that the participant has become more sensitive to individual student potential, can more effectively tailor relevant teaching approaches to students' levels of understanding and will better comprehend that a teacher is of critical importance in motivating students to learn English. These three benefits, it is argued, will not only make the teacher more effective, but also tend to further draw out the potential in each student, resulting in better student performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01