A CASE STUDY OF THE CHALLENGES IN A CHINESE ELT STUDENT TEACHER’S CLASSROOM TEACHING

Authors

  • Ren Ke Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong

DOI:

https://doi.org/10.46827/ejel.v0i0.2092

Keywords:

ELT student teacher, teaching practicum, challenges, strategies

Abstract

This paper presents the results of an in-depth investigation into the challenges a Chinese English language teaching (ELT) student teacher faced in his classroom teaching during the teaching practicum. The subject for the study was the researcher himself. The data collection instrument consisted of a series of materials collected when he was doing the teaching practicum in Year 4 at the university, which included classroom observation forms by his supervisor, the evaluations from the supervisor and students after classes, his after-class reflections and the weekly journals written by himself. By analyzing these qualitative data with “coding”, the study revealed different challenges in a Chinese ELT student teacher’s classroom teaching, including (a) neglect of teaching aims and objectives; (b) inappropriate teaching philosophies and methods; (c) insufficient student analyses; (d) weakness in textbook integration; (e) lack of teaching experience, and so on. Corresponding strategies in coping with these challenges (implications) are put forward and discussed.

 

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References

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Published

2018-11-20

Issue

Vol 4, No 2 (2018)

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Articles

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