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BEGINNING TEACHERS: CONCERNS OF ESL TEACHERS WORKING AND RESIDING IN A FOREIGN COUNTRY
Article from Proceeding
The 33rd Thailand TESOL International Conference Proceedings 2013; "E"-novation and Communities in ELT, Khon Kaen, Thailand, 25-26 January 2013
Teacher Change Cycle
Research into a beginning-teachers' transformation from trainee to practitioner has focused mostly on teachers working in their native or nearnative environment. Consideration of beginning ESL teachers working in an alien environment, however, is lacking. In this study, two newly-qualified native English speaking ESL teachers were invited to write nine, weekly diaries reflecting on their anticipations and concerns for the following weeks teaching. Through Pennington's Model of the Teacher Change Cycle (MOCC), the data revealed the teachers' concerns were individualistic and conformed to a quasihierarchical cycle of changes within the three categories - procedural, interpersonal, and then conceptual. Pennington's model, however, did not account for the culturally specific concerns of teachers working in a foreign environment. The inability to cope with living in such an environment was shown as a contributing factor of teacher attrition. Therefore, this research proposes the addition of a 'bi-cultural' concerns category to Pennington's model to help highlight bi-cultural dilemmas that might impede a teacher's professional development.
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