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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
EFL Student Teachers’ Conception of English Teaching and Learning after
Short-Term Teaching Practice in Real Classrooms
Lim-Ha Chan
(Wenzao Ursuline University of Languages, Taiwan, Republic of China)
Abstract: This study explored the impact of participation in a short-term English summer camp, involving English teaching practice in real classrooms, on 20 EFL student teachers’ conceptions of English teaching and learning. The summer camp, which lasted for five days, took place in a suburban elementary school in Kaohsiung, Taiwan. The participants were given pre- and post-surveys about their conceptions of English teaching and learning. The data analysis showed that even a short-term practical teaching experience led to changes in the conceptions of English teaching and learning of 85% and 70% of the participants, respectively. New knowledge about English teaching and learning was constructed after the camp, and the participants’ new conceptions revealed changes in the priority of English learning as well as more diverse and sophisticated thoughts about English teaching. Therefore, short-term teaching practices, whether formal or informal, should be encouraged in EFL teacher education.
Key words: preservice education, instructional practices, English teacher education