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Preservice EFL teachers’ beliefs about teaching writing and learning to teach writing before their practicum : a case study in Vietnam

Nguyen, Thi Mai Hoa & Hudson, Peter B. (2010) Preservice EFL teachers’ beliefs about teaching writing and learning to teach writing before their practicum : a case study in Vietnam. Asian EFL Journal, 12(2), pp. 43-67.

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Abstract

The standard of English as a Foreign Language (EFL) education has prompted calls for reform to preservice EFL teacher education. Field experiences are central to their professional development and for implementing reform measures. This study aims to examine preservice EFL teachers’ attitudes, needs, and experiences about learning to teach writing in English before their practicum in Vietnamese high schools. An open-ended questionnaire collected data from 97 preservice EFL teachers at the beginning of their final practicum. The data suggested that these preservice EFL teachers were motivated to learn to teach English in general and teaching writing in particular but required mentors to model effective teaching practices and share their teaching experiences. They also needed their mentors to be enthusiastic and supportive, and provide constructive feedback. These findings may assist teacher educators and school mentors for motivating and developing preservice EFL teachers’ practices.

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ID Code: 27588
Item Type: Journal Article
Additional Information: The contents of this journal can be freely accessed via the journal's website (see official URL)
Keywords: Mentoring, Preservice EFL teachers’ needs, Writing, Practicum, Vietnam
ISSN: 1738-1460
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > LOTE ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)
Copyright Owner: Copyright 2010 Asian EFL Journal Press.
Deposited On: 28 Sep 2009 09:16
Last Modified: 01 Mar 2012 00:27

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