Preservice EAL teaching as emotional experiences
Practicum experience in an Australian secondary school
Bibliographic Data
| ID | 5841532 |
|---|---|
| Authors | Minh Hue Nguyen (0000-0002-3758-4551, Monash University and Vietnam National University, Hanoi, corresponding author) |
| Year | 2014 |
| Volume | 39 |
| Issue | 8 |
| Publication date | 2014-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0313-5373 • E-ISSN: 1835-517X |
| Publisher | Edith Cowan University (PUBLISHER • AU) |
| DOI | 10.14221/ajte.2014v39n8.5 |
| OpenAlex | W2100541280 |
| Language | EN |
| Citations received | 2 |
| References cited | 26 |
Drawing on activity theory, this qualitative case study examines the emotional experiences of Maria, a preservice teacher of English as an additional language (EAL) during the practicum in an Australian secondary school setting and the factors shaping these emotions. Data included interviews with the preservice teacher before and after the practicum, a stimulated recall session, and her reflections after lessons. Furthermore, an interview was also conducted with Maria's school mentor teacher. The study found that during the practicum, the preservice teacher experienced strong positive and negative emotions as a result of the influence of personal factors and the sociocultural context of preservice teaching, especially the contradictions inherent within the teacher learning context. The findings provide insights that can be useful for developing learning experiences that foster student teachers' growth
Practicum · Semi-structured interview · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Innovative Education and Learning Practices
Approaches to research in second language learning
Learning by Expanding
The Routledge Handbook of Applied Linguistics
The role of emotions in student teachers’ professional identity
Professional identity tensions of beginning teachers
Teachers’ emotions and professional identity in curriculum reform
Case Study Research
Expansive Learning at Work
Social Research Methods
The Instrumental Method in Psychology
Activity theory and individual and social transformation
Teachers' Emotions and Teaching
Defining a Call Activity
Teacher cognition in language teaching
Identity in activity
Emotions as a lens to explore teacher identity and change
Using activity systems analysis to identify inner contradictions in teacher professional development
Learning as boundary-crossing in school–university partnership
You choose to care”
Reconceptualizing the Knowledge-Base of Language Teacher Education
On Becoming a Language Teacher
Failing the Practicum
Reflections on activity theory
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Three Approaches to Qualitative Content Analysis
Social-Cultural-Historical Contradictions in an L2 Listening Lesson
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2022 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |