NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1055279
Record Type: Journal
Publication Date: 2014-Oct
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2324-805X
Situated Learning: Learn to Tell English Stories
Chou, I-Chia
Journal of Education and Training Studies, v2 n4 p113-118 Oct 2014
For students in a perspective English teacher program, enhancing language proficiency and teaching knowledge is essential so that they can participate in the teaching community. This study investigated the acquisition of an unfamiliar discursive practice by four undergraduate students in a perspective EFL teacher training program. The practice is storytelling which is often overlooked in teacher-training programs in the English as a Foreign Language (EFL) context such as in Taiwan. In this study, four undergraduate students in a teacher-training program of a medium-sized university in southern Taiwan were provided an opportunity to tell stories to primary-school children. Qualitative data were collected, including students' teaching experiences and reflective journals throughout the entire project, videotapes of four storytelling rehearsals and the real storytelling episodes, and interviews. By using situated learning as the theoretical framework, this study depicts the change in the students and instructor as well as in the students' co-participation patterns by which the students moved from peripheral to fuller participation. This study provides EFL teacher educators a perspective that considers teacher training as co-constructed development in situated discursive practices.
Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A