Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator’s Beliefs and Practices

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education As Change Pub Date : 2022-06-23 DOI:10.25159/1947-9417/10592

B. Reynolds, Jin-Jy Shieh, Xuan Van Ha

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Abstract

This qualitative case study explores a language teacher educator’s beliefs and practices regarding pre-primary English teacher education in Macau. The focal participant was an experienced English language teacher (20 years) and teacher educator who is a native speaker of American English. The data were collected over five years, and include written reflections, classroom observations, course syllabi, and interviews. The findings reveal that the teacher educator held six main beliefs regarding various aspects of language teacher education for the pre-primary level, namely, beliefs about (1) the purpose of pre-primary English teacher education, (2) being a teacher educator, (3) the nature of the teaching methodology course, (4) the students, (5) pre-school learners and learning, and (6) the development of the teaching methodology course. The educator’s beliefs were largely reflected in practice, as revealed in the course design, material selection, teaching, and the design of student assignments and other forms of assessment. The educator adjusted his/her practice over time in response to students’ needs, self-awareness, and the university policies. The teacher educator’s beliefs and practices were shown to be mutually informing.

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澳门学前英语教师教育：一位教师教育者的信仰与实践

这项定性案例研究探讨了一位语文教师教育工作者对澳门学前英语教师教育的信念和实践。主要参与者是一位经验丰富的英语教师（20年）和教师教育家，以美国英语为母语。这些数据是在五年内收集的，包括书面反思、课堂观察、课程大纲和访谈。研究结果表明，教师教育者对学前语言教师教育的各个方面持有六种主要信念，即：（1）学前英语教师教育的目的，（2）作为教师教育者，（3）教学方法论课程的性质，（4）学生，（5）学前学习者和学习，（6）教学方法论课程的发展。教育者的信念在很大程度上反映在实践中，体现在课程设计、材料选择、教学、学生作业设计和其他形式的评估中。随着时间的推移，教育者根据学生的需求、自我意识和大学政策调整了他的/她的实践。教师教育者的信仰和实践是相互影响的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education As Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.

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