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Q Abstract 1 Abstract 2 Abstract 3

1 How to maximize both the effectiveness
of the pre-service teachers’ knowledge
acquisition and meaning-making and the
sustainability of the partnership
underpinning the practicum
to identify factors that influence
developmental coherence in pre-service
teachers’ learning in the first eight weeks
of a one-year preparation program,
entailing university-based and school-
based experiences
this qualitative case study examines what types of
classroom practices a group of ESL student
teachers learned in practicum experiences, and
what pedagogical strategies they appropriated to
achieve their learning of those goal-oriented
classroom practices.

2 broader participatory action research Probably qualitative. qualitative case

project

3 It explores opinions on the practicum

experience

4 first year pre-service teachers and Student teachers taking the first eight a group of ESL student teachers
supervising teachers/centre directors weeks of a one-year preparation program

The practicum experience is to enable

student teachers learn how to teach.
5 Pre-service teachers are the treason to It’s an study on how student teachers learn to
Supervisors provide them with feedback. have a practicum in the first place. teach.
6 Most likely a survey for each group of
participants
7 there are multiple viewpoints and
competing interests, resulting in
asymmetries, dissonance and the
potential for conflict.
Probably a survey and a focus group
to identify their judgements of the value of
various components of the course in
preparing for this teaching experience, as
well as factors affecting their sense of
learning integration.
We conclude by outlining various
implications for further effective
integration of learning across both
contexts
Reflection journal & class observation
The results show that the student teachers’ learning
of effective classroom practices was essentially
prompted by reflection of the challenges and
dilemmas encountered in the learning-to-teach
process. The study points to the importance of
foreign and second language teacher preparation
programs promoting and sustaining a culture of
reflection to empower preservice language
teachers to anticipate or cope with the uncertainties
and challenges they will encounter in the practicum
experience, which is essential to meaningful
learning and knowledge construction.