A comparison of student teachers’ perceptions of school placement experience in Malta and China Compare

Bibliographic Data

ID11919710
AuthorsDamian Spiteri (0000-0002-8113-9690, Institute of Community Services, Malta College of Arts, Science and Technology, Paola, Malta), Guoyuan Sang (0000-0003-2684-0182, Beijing Normal University, corresponding author)
Year2018
Volume49
Issue6
Pages888-904
Publication date2018-10-09
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2018.1471342
OpenAlexW2897821613
LanguageEN
Citations received2
References cited20

This study explores the insights about teaching that student teachers elicit from schools when they go on their first school placements. It thereby offers an appraisal of how student teachers experience teaching when still at the relatively early stages of training and how they are socialised into a role where they become protagonists who can create a positive teaching climate in the classroom. The authors approach this study from the perspective of construction of meanings and consider the discourse that takes place in candidate teacher-student interactions in two university settings – in Malta and China, respectively. The study shows how student teachers believe that cultures and cultural differences need to be clearly considered across the curriculum if schools are to promote active learning equitably

China · Curriculum · Mathematics education · Pedagogy · Perception · Perspective (graphical · Political science · Sociology · Collaborative Teaching and Inclusion · Computer Science · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies

Tools

Open DOISci-Hub