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Experiential Teacher Education -- Preparing Preservice Teachers to Teach English Grammar through an Experiential Learning Project

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Title: Experiential Teacher Education -- Preparing Preservice Teachers to Teach English Grammar through an Experiential Learning Project
Language: English
Authors: Lee, Jackie F. K.
Source: Australian Journal of Teacher Education. Jan 2019 44(1):1-20.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Experiential Learning, Teacher Education, Preservice Teacher Education, English Teachers, Grammar, Second Language Instruction, English (Second Language), Foreign Countries, Educational Benefits, Student Teachers, Textbook Evaluation, Knowledge Base for Teaching, Teacher Competencies, Lesson Plans, Theory Practice Relationship
Geographic Terms: Hong Kong
ISSN: 0313-5373
Abstract: The paper explores and describes the kinds of learning attained by a group of Hong Kong preservice teachers who worked collaboratively to develop online grammar teaching resources for school teachers worldwide. Based on the quantitative and qualitative data collected during the ongoing collaboration, lesson tryouts, and post-project evaluation, the project results reflect the value of experiential learning in preservice teacher education. The themes that detail the student teachers' experiences include textbook evaluation, professional knowledge, core competencies of teachers, and understanding of English language teaching outside the Hong Kong context.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1205614
Database: ERIC
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: The paper explores and describes the kinds of learning attained by a group of Hong Kong preservice teachers who worked collaboratively to develop online grammar teaching resources for school teachers worldwide. Based on the quantitative and qualitative data collected during the ongoing collaboration, lesson tryouts, and post-project evaluation, the project results reflect the value of experiential learning in preservice teacher education. The themes that detail the student teachers' experiences include textbook evaluation, professional knowledge, core competencies of teachers, and understanding of English language teaching outside the Hong Kong context.
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