This presentation examines the process of four pre-service student teachers' learning during practicum in the area of secondary English language teaching with a focus on exploring the influences of dispositions on their practicum behavior and performance. It aims to seek an in-depth understanding of the relationship between these student teachers' dispositions and their use of agency in learning to teach in the context of how they completed the tasks of student teaching. A case study methodology of the qualitative approach was adopted. The informants' learning was followed through during their final year of study on a 4-year BEd program, with a particular focus on their learning during an 8-week practicum period. Data relating to their learning were collected, which include all the teaching and learning documents and materials involved, interviews at various key points of their study during the academic yeai and lesson observations during the practicum of the year. The findings from the case study show that patterns of action and thinking underpinning these student teachers' learning can be seen as the results of agency, which involves dispositional choices relating to how they framed their teaching tasks, as well as how they used strategies and methods to control and regulate the purposes and coping levels in the completion of such teaching tasks. Various aspects of teacher dispositions will be discussed and implications for teacher education will be sought.
|Publication status||Published - Dec 2010|