Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

Qiu, Qing; Xie, Zhilong; Xiong, Yueya; Zhou, Fen

doi:10.1177/21582440211004934

Cited by 20 publications

(19 citation statements)

References 69 publications

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“…The experiment revealed that language and visual art integrated teaching provides input through listening and reading, without the assistance of pictures. The composition of pictures was stimulated by language and comprehended, induced, and transformed into individually perceived concepts (Qiu et al, 2021). Ethnic minority students were trained in terms of concentration, quick thinking, ideation, memory, and emotional perception through listening to ensure proper judgment and analysis in the listening process.…”

Section: Discussionmentioning

confidence: 99%

A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China

Zhang

Jia

2022

Front. Psychol.

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Innovative technological products are present in students' environments. Information explosion and popularity are affecting their thoughts, and there is a large amount of information fuel in life through the Internet, television, movies, and advertisements. This phenomenon transforms reading from pure words into image. The current study was conducted using an experimental design model. A total of 188 ethnic minority students in the Hebei Province participated in the experimental study. The experimental group went through language and visual art integrated instruction, while the control group underwent traditional teaching. The experimental study lasted for 20 weeks (3 h per week). The research results showed that (1) spoken and written artistic conception was displayed through artistic expression. Ethnic minority students' differences in language skills and artistic expression were found to be the major factors that were effective in the production process. These aspects made the work richer and even more diversified. (2) After joining the classes and covering several lessons, ethnic minority students were found to be getting increasingly better in terms of integrating art vocabulary into their conversation. (3) Language and visual art integrated teaching input was a story content, which was received through “listening”, while the outputs were individual opinions through “speaking”. Their thoughts were presented through “painting”. The creation process operated in the brain and reflected differences in terms of their thinking skills, vocabulary organizational skills, language use, and creativity. Based on the results, this study is expected to improve the language proficiency of ethnic minority students, enhance their artistic culture, and pave the way for their understanding and attitude toward language and literature.

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Section: Discussionmentioning

confidence: 99%

A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China

Zhang

Jia

2022

Front. Psychol.

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“…In the Chinese context, English is a compulsory subject for different levels of students from primary schools to universities. Across the country, there are more than 160 ''Normal'' (teacher training) universities or colleges where EFL teachers' training programs are set up in different levels (Qiu et al, 2021). In the 4-year university programs, the EFL major students are required to finish two main parts of courses: English knowledge/ skills and English teaching pedagogical courses/practices.…”

Section: The Current Focusmentioning

confidence: 99%

The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers

Xie

Zeng

2023

Sage Open

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Most previous studies focused on foreign language learning anxiety, whereas relatively few have ever examined the foreign language teaching anxiety (FLTA), particularly experienced by pre-service EFL (English as a Foreign Language) teachers. By administering the “Foreign Language Teaching Anxiety Scale” (FLTAS) and a semi-structured interview, the current study examined whether the EFL teaching practicum had an influence on FLTA by comparing the differences of FLTA between pre-service EFL teachers who had 4 months of practicum experience and those without the practicum, and explored the potential factors contributing to FLTA. Results of descriptive analyses showed that overall the pre-service teachers had a relatively high level of FLTA. Results of independent sample t-test analyses indicated that the practicum group had significantly higher FLTA compared to the non-practicum group. Furthermore, within the two groups, female teachers consistently showed higher FLTA than the male teachers. Results of the interview content analyses revealed that anxiety-provoking factors primarily originated from fear of negative evaluation, low self-perception of language proficiency, and teaching inexperience. The findings of the current study provide insights of anxiety research in EFL context and implications for teachers to better reduce anxiety in English teaching practice.

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“…For example, a research project on secondary pre-service teachers’ responsibility to care for students found that neither pedagogy nor discipline strategies would be effective without care, which raises training implications and suggestions for future research into training these teachers (Laletas & Reupert, 2016). Attention to pre-service teacher education is growing, including to pre-service teachers in specific fields such as pre-service teachers involved in teaching bilingual students or English as a foreign language (Lummis et al, 2015; Qiu et al, 2021). Pre-service teachers’ critical reflections on lessons taught during practice teaching are analyzed to assess how they put their theories into teaching practice (Heeralal, 2014).…”

Section: Research Literature On Pre-service Teachersmentioning

confidence: 99%

When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools

2022

Sage Open

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Every year, a number of Chinese undergraduates from urban teacher universities are selected as volunteer pre-service teachers to teach in schools located in underdeveloped rural areas. In this qualitative case study, the researchers explore four pre-service teachers’ 1-year experience as volunteer educators in rural schools, their communities of practice in the south and west of China, and present their reflections on the challenges, including how their responses (re)shaped their teacher identity. It is found that these pre-service teachers have built their social capital through rural teaching experience, and they have begun to construct their professional teacher identity within that transitional community of teaching practice. The paper contributes to discussions of pre-service teacher education and pre-service teacher identity construction in the context of secondary education in rural China and in other parts of the world.

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Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

Cited by 20 publications

References 69 publications

A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China

A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China

The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers

When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools

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