School Visits During Pre-Service Teacher Education: A Study of Malaysian Bachelor of Education Students in the UK Preparing to Teach English as a Second Language

Indiran, Nandini; Wyatt, Mark; Naysmith, John; Gibbs, Susan Isherwood

doi:10.1057/9781137034946_15

Cited by 2 publications

(3 citation statements)

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“…Examples of such interventions are ‘anticipatory reflection’ or ‘graduate scenarios’, mentioned earlier, and the use of e‐portfolios during the first school observation abroad as demonstrated by Indiran et al. (2013) as a way of promoting reflective practice. Ongoing support during the first years of teaching through professional development offered by the teacher educators would also be worth considering; although Allen et al.…”

Section: Discussionmentioning

confidence: 99%

“…186‐187). It also marked a return to and extension of past practice which had seen Malaysian teachers studying in British universities since the 1950s (Indiran, Wyatt, Naysmith, & Gibbs, 2013, p. 228). Part of the investment in achieving the goals of this sudden shift of policy was to send pre‐service teachers to Anglophone countries (Australia, New Zealand, the UK) for part of their undergraduate degree study.…”

Section: Malaysian Language Teachers Studying Abroadmentioning

confidence: 99%

“…Another might have been to add pedagogical interventions, either during the final year of the program or in the first years of teaching, to assist the teachers to navigate any conflicts and challenges. Examples of such interventions are 'anticipatory reflection' or 'graduate scenarios', mentioned earlier, and the use of e-portfolios during the first school observation abroad as demonstrated by Indiran et al (2013) as a way of promoting reflective practice 6 . Ongoing support during the first years of teaching through professional development offered by the teacher educators would also be worth considering; although Allen et al (2017) did not take account of the possible contribution of in-country workshops provided to Papuan secondary teachers and principals after they returned home, it is likely these contributed to their positive evaluation of training delivered in Australia.…”

Section: Conflictmentioning

confidence: 99%

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Context, Communities, and Conflict: Novice Language Teachers in Malaysia

Macalister

2022

TESOL Quarterly

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This narrative inquiry focuses on two Malaysian novice English language teachers whose pre-service teacher education had included two years of study abroad. The experiences of novice language teachers remain an under-investigated area and this study furthers our understanding of that experience. Furthermore, while research on the effectiveness of pre-service language teacher education has reported mixed results, accounts on the impact of studying abroad claim multiple benefits. Thus this study extends the literature on novice language teachers by adding a study abroad dimension. It asks what influences the teachers' pedagogical decision-making and how they now view their study abroad. In line with models of language teacher cognition, a dynamic interplay of influences on these novice teachers' classroom practice emerges. These influences include their 'apprenticeship of observation', the national and local context, their professional learning, and support networks. Multiple layers of both context and community were found to influence the teachers. The study abroad experiences features in both positive and negative ways. It conveys status, and raises expectations, but is not always regarded as relevant to teaching in Malaysian primary schools. It can also, however, have an alienating effect. This is a previously unacknowledged effect of study abroad on language teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Malaysian Language Teachers Studying Abroadmentioning

confidence: 99%