'Unruly pupils' in pre-service English language teachers’ teaching practicum experiences

Philip BENSON, Xuesong GAO

Research output: Contribution to journalArticles

20 Citations (Scopus)

Abstract

The teaching practicum is a pivotal event for pre-service teachers to experience the transition from being students to being teachers. This paper examines the emergence of ‘unruly pupils’ as a central concern for pre-service English language teachers in their teaching practicum. The inquiry relates the pre-service teachers’ perceived challenge of ‘unruly pupils’ to the mediation of contextual conditions and processes as well as the marginal positions in which they found themselves during the teaching practicum. The article also reports on the efforts that they undertook to address this perceived challenge. The findings suggest that pre-service teachers are encouraged to interrogate the contextual conditions and processes underlying the perceived challenge of ‘unruly pupils’ in their transition to being teachers, rather than treat it merely as a relationship challenge. Copyright © 2012 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)127-140
JournalJournal of Education for Teaching
Volume38
Issue number2
DOIs
Publication statusPublished - Apr 2012

Citation

Benson, P., & Gao, X. (A.) (2012). ‘Unruly pupils’ in pre-service English language teachers’ teaching practicum experiences. Journal of Education for Teaching, 38(2), 127-140.

Keywords

  • Pupil discipline
  • Pre-service teachers
  • Teaching practicum
  • Contextual mediation
  • Transition

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