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Metaphoric patterns in the representation of preservice English teachers' professional identities
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| 122 |
Learning with routines: Preservice teachers learning to lead classroom mathematics discussions.
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| 123 |
What do preservice EFL teachers expect from their mentors?
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In: School of Education (2008)
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| 124 |
Preparing preservice teachers to teach EFL writing: Motivations, perceptions, expectations, and challenges
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In: School of Education (2008)
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Abstract:
The standard of English as a Foreign Language (EFL) education has prompted calls for reform to preservice EFL teacher education. Field experiences are central to their development and for implementing reform measures. This study aims to examine preservice EFL teachers’ perceptions about learning to teach writing in English before their practicum in Vietnamese high schools. An open-ended questionnaire collected data from 97 preservice EFL teachers at the beginning of their final practicum. The data indicated that these preservice EFL teachers were motivated to learn to teach English but required mentors to model effective teaching practices and share their teaching experiences. They also needed their mentors to be enthusiastic and supportive, and provide constructive feedback. These findings may assist teacher educators and school mentors for motivating and developing preservice EFL teachers’ practices.
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Keyword:
EFL writing; ESL; perceptions; preparation for teaching; preservice teachers
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URL: http://eprints.qut.edu.au/16813/
https://epubs.scu.edu.au/educ_pubs/1705
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| 125 |
Exploring compositional spaces and practices ; multimodal representation with digital technologies among preservice teachers
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| 126 |
Negotiating theory and practice with preservice English/language arts teachers : an examination of burgeoning understandings and practices of multicultural education
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| 127 |
Mentoring for effective teaching of writing in the primary school
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In: School of Education (2007)
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| 128 |
Navigating through "our bumps on the road to reading": A multi-case analysis of how literature -based response experiences inform and influence pre -service teachers' reading perceptions
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In: UNLV Retrospective Theses & Dissertations (2007)
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| 129 |
Making meaning of graduate students’ and preservice teachers e-mail communication in a community of practice.
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In: USF St. Petersburg campus Faculty Publications (2007)
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| 130 |
Making Meaning of Graduate Students’ and Preservice Teachers’ E-Mail Communication in a Community of Practice
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In: The Qualitative Report (2007)
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| 131 |
A study of preservice teachers' beliefs about knowledge and teaching in terms of economic education
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| 132 |
The status of mentoring preservice primary science teachers in Australia
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In: School of Education (2006)
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| 133 |
Mathematical attitudes, beliefs and achievement in pre-service mathematics teacher education
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| 134 |
Factors influencing pre-service teachers' levels of reflective thinking
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In: Teaching and Leadership - Dissertations (2005)
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| 135 |
Preservice teachers' reasoning about cases with motivational dilemmas
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| 136 |
It's so much bigger than I realized!: Identity, process, change, and possibility. Preservice teachers' beliefs about multicultural education.
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| 137 |
Specific mentoring: A theory and model for developing primary science teaching practices
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In: School of Education (2004)
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| 138 |
Mentoring for effective primary science teaching
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In: School of Education (2004)
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| 139 |
Preservice teachers' beliefs and practices regarding constructivist literacy teaching in Huanuco, Peru
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In: Reading and Language Arts - Dissertations (2003)
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| 140 |
Preservice and inservice teachers' attitudes toward English as a second language and limited English proficiency students
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In: Reading and Language Arts - Dissertations (2003)
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