The influence of personal history on preservice Malay, Tamil and Chinese teacher thinking

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Explorations of preservice teacher thinking in the West illustrate the considerable influence that personal history can exert on the developing cognition of teachers. This paper extends the discussion by providing a cross-cultural perspective of Asian preservice teacher constructs of the ideal language teacher. Participants in this study were all preservice language teachers training to be specialist Malay, Tamil, Chinese or English language teachers in Singapore. Data was collected through the use of written biography, metaphor and personal construct interviews. Analysis of data reveals that preservice language teachers enter formal teacher education with well developed constructs or views of the ideal language teacher and related approaches to language learning.

Original languageEnglish
Pages (from-to)57-68
Number of pages12
JournalJournal of Education for Teaching
Volume23
Issue number1
DOIs
Publication statusPublished - 1 Jan 1997
Externally publishedYes

Fingerprint

Tamil
teacher
language
teacher training
Singapore
English language
cognition
metaphor
interview
learning

Cite this

@article{2e2775eb1d99486598379696b10bd644,
title = "The influence of personal history on preservice Malay, Tamil and Chinese teacher thinking",
abstract = "Explorations of preservice teacher thinking in the West illustrate the considerable influence that personal history can exert on the developing cognition of teachers. This paper extends the discussion by providing a cross-cultural perspective of Asian preservice teacher constructs of the ideal language teacher. Participants in this study were all preservice language teachers training to be specialist Malay, Tamil, Chinese or English language teachers in Singapore. Data was collected through the use of written biography, metaphor and personal construct interviews. Analysis of data reveals that preservice language teachers enter formal teacher education with well developed constructs or views of the ideal language teacher and related approaches to language learning.",
author = "Peter Bodycott",
year = "1997",
month = "1",
day = "1",
doi = "10.1080/02607479720178",
language = "English",
volume = "23",
pages = "57--68",
journal = "British Journal of Teacher Education",
issn = "0260-7476",
publisher = "Routledge",
number = "1",

}

The influence of personal history on preservice Malay, Tamil and Chinese teacher thinking. / Bodycott, Peter.

In: Journal of Education for Teaching, Vol. 23, No. 1, 01.01.1997, p. 57-68.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The influence of personal history on preservice Malay, Tamil and Chinese teacher thinking

AU - Bodycott, Peter

PY - 1997/1/1

Y1 - 1997/1/1

N2 - Explorations of preservice teacher thinking in the West illustrate the considerable influence that personal history can exert on the developing cognition of teachers. This paper extends the discussion by providing a cross-cultural perspective of Asian preservice teacher constructs of the ideal language teacher. Participants in this study were all preservice language teachers training to be specialist Malay, Tamil, Chinese or English language teachers in Singapore. Data was collected through the use of written biography, metaphor and personal construct interviews. Analysis of data reveals that preservice language teachers enter formal teacher education with well developed constructs or views of the ideal language teacher and related approaches to language learning.

AB - Explorations of preservice teacher thinking in the West illustrate the considerable influence that personal history can exert on the developing cognition of teachers. This paper extends the discussion by providing a cross-cultural perspective of Asian preservice teacher constructs of the ideal language teacher. Participants in this study were all preservice language teachers training to be specialist Malay, Tamil, Chinese or English language teachers in Singapore. Data was collected through the use of written biography, metaphor and personal construct interviews. Analysis of data reveals that preservice language teachers enter formal teacher education with well developed constructs or views of the ideal language teacher and related approaches to language learning.

UR - http://www.scopus.com/inward/record.url?scp=0007398306&partnerID=8YFLogxK

U2 - 10.1080/02607479720178

DO - 10.1080/02607479720178

M3 - Article

VL - 23

SP - 57

EP - 68

JO - British Journal of Teacher Education

JF - British Journal of Teacher Education

SN - 0260-7476

IS - 1

ER -