Description
Book SynopsisThis book examines the complex issues of student teachers' professional learning in the unique while worthwhile context of underserved schools in English language teacher education, against the backdrop of preparing 21st-century teachers who can work with all students. Drawing on a socio-constructivist perspective, this book explores student teachers' learning outcomes, learning processes, and influencing factors of their learning during the placement in underserved schools. Learning outcomes are presented by disseminating student teachers' development in various categories of practical knowledge, including knowledge of self, knowledge of context, knowledge of curriculum, subject matter knowledge, knowledge of instruction, knowledge of English teachers and the teaching profession, as well as knowledge of interpersonal relationships. Learning processes are revealed that student teachers learn by broadening, consolidating, deepening, and developing practical knowledge in the upward sp
Table of Contents
List of Tables and Figure – Preface – Acknowledgments – List of Abbreviations – Introduction – Teaching Practicum and Underserved School Teaching Practicum – Teacher Learning and a Socio- constructive Perspective – Methodological Issues – Aixin’s Learning at Phoenix Primary School – Xinnian’s Learning at Sunflower Primary School – Factors Affecting Student Teachers’ Learning in Underserved Schools – Discussion – Conclusions and Implications – Index.
