Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study.
English as a foreign language
pre-primary education
pre-service teachers
preschool education
teacher beliefs
teacher education
teacher learning
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2021
2021
Historique:
received:
04
06
2021
accepted:
13
07
2021
entrez:
27
8
2021
pubmed:
28
8
2021
medline:
28
8
2021
Statut:
epublish
Résumé
Language teacher beliefs have received increasing research attention for the past few decades. However, little is known about the beliefs of pre-service teachers in the pre-primary English as a foreign language (EFL) education context. This qualitative case study extends this line of inquiry by investigating the trajectory of student teachers' beliefs about teaching English to pre-primary learners in Macau within a teacher education course. The participants included 60 pre-service teachers taking an
Identifiants
pubmed: 34447341
doi: 10.3389/fpsyg.2021.720660
pmc: PMC8382846
doi:
Types de publication
Journal Article
Langues
eng
Pagination
720660Informations de copyright
Copyright © 2021 Reynolds, Liu, Ha, Zhang and Ding.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Références
Int J STEM Educ. 2018;5(1):34
pubmed: 30631724
Front Psychol. 2021 Jun 25;12:697160
pubmed: 34248800