Experiential teacher education: Preparing preservice teachers to teach English grammar through an experiential learning project

Research output: Contribution to journalArticles

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. Copyright © 2019 Social Science Press.
Original languageEnglish
Article number1
JournalThe Australian Journal of Teacher Education
Volume44
Issue number1
DOIs
Publication statusPublished - Jan 2019

Citation

Lee, J. F. K. (2019). Experiential teacher education: Preparing preservice teachers to teach English grammar through an experiential learning project. The Australian Journal of Teacher Education, 44(1). Retrieved from http://dx.doi.org/10.14221/ajte.2018v44n1.1

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