Shaping teacher profiles through overseas teaching

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Author(s)
Dobrenov-Major, Maya
Griffith University Author(s)
Year published
2011
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This paper presents the Work Integrated Learning (WIL) experiences of seven Master of Arts in TESOL students of Griffith University in Brisbane Australia. Two of the core courses of the Masters program have an embedded teaching practicum. The students had the choice of undertaking their teaching practicum either in Australia, teaching English to new migrants and international students or as a foreign language overseas. In the investigated cohort, seven students decided to complete their practicum in Vietnam, two in Switzerland and ten in Australia. This paper reports on the Vietnamese teaching experience of seven students. ...
View more >This paper presents the Work Integrated Learning (WIL) experiences of seven Master of Arts in TESOL students of Griffith University in Brisbane Australia. Two of the core courses of the Masters program have an embedded teaching practicum. The students had the choice of undertaking their teaching practicum either in Australia, teaching English to new migrants and international students or as a foreign language overseas. In the investigated cohort, seven students decided to complete their practicum in Vietnam, two in Switzerland and ten in Australia. This paper reports on the Vietnamese teaching experience of seven students. They taught English as a Foreign Language at three diverse universities in the South of Vietnam. The data for this project were collected from the students' reflective diaries and from semi-structured interviews that were carried out and recorded after the completed practicum.
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View more >This paper presents the Work Integrated Learning (WIL) experiences of seven Master of Arts in TESOL students of Griffith University in Brisbane Australia. Two of the core courses of the Masters program have an embedded teaching practicum. The students had the choice of undertaking their teaching practicum either in Australia, teaching English to new migrants and international students or as a foreign language overseas. In the investigated cohort, seven students decided to complete their practicum in Vietnam, two in Switzerland and ten in Australia. This paper reports on the Vietnamese teaching experience of seven students. They taught English as a Foreign Language at three diverse universities in the South of Vietnam. The data for this project were collected from the students' reflective diaries and from semi-structured interviews that were carried out and recorded after the completed practicum.
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Journal Title
Babylonia
Volume
2011
Issue
2
Publisher URI
Copyright Statement
© 2011 Babylonia. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Language Studies