Facilitating Taiwanese Elementary School English Student Teachers’ Learning Through Text-Based Protocols

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-10-01 DOI:10.14221/ajte.2022v47n10.1

C. Chien

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引用次数: 0

Abstract

This study used online responses, observation fieldnotes, and interviews to analyze eight student teachers’ learning through text-based protocols on news analysis during their practicum, a core component for beginning teachers’ competence construction, in a language teacher education program in the northwest of Taiwan. This study revealed that student teachers regarded the text-based protocols as useful pedagogical tools, particularly offering a clear focus on reading and analyzing the news. Through face-to-face and Facebook discussions on 33 news reports, student teachers became familiar with the latest policies and trends on English education, constructed their pedagogical competence in English instructional strategies, and examined the gap between policies and practice on the co-teaching model. Suggestions on effective implementation of the text-based protocols on discussing education news are provided in terms of preparation of a variety of news or issues, selection of the appropriate text-based protocols, and integration of theories on news analysis and discussions.

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以文本协议促进台湾小学英语学生教师学习

本研究采用线上问卷、实地观察笔记及访谈等方法，分析八位实习教师在实习期间的新闻分析文本协议学习情况，这是初任教师能力建构的核心内容。本研究表明，学生教师认为基于文本的协议是有用的教学工具，特别是提供了一个明确的重点阅读和分析新闻。通过对33篇新闻报道的面对面和Facebook讨论，实习教师熟悉了英语教育的最新政策和趋势，构建了英语教学策略的教学能力，并检查了合作教学模式的政策与实践之间的差距。从各种新闻或议题的准备、选择合适的文本协议、新闻分析与讨论理论的整合等方面对有效实施教育新闻讨论文本协议提出了建议。

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

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.