What is it about?
This study sheds light on the mismatches between student teachers' expectations in a MA TESOL program and how they feel about their initial expectations being met. Also, the study focuses on how student teachers go about adjusting their situation in the MA TESOL program should there be such a mismatch.
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Why is it important?
This study is important in that it highlights various mismatches between student teachers' expectations in a MA TESOL program and the reality they feel in a MA TESOL program, and how these student teachers go about complementing for the unmet expectations. Though this is a case study, the results and discussions can provide insight for other TESOL programs throughout the world.
Perspectives
As noted in the article, the study is significant in that a few years after this study was conducted, a practicum unit was established in the site of the study, fulfilling a crucial expectation many student teachers expressed at the time of the study. The study found that a majority of student teachers expected a good balance of theory and practice, and felt that the lack of a practicum unit in the MA TESOL program at that time was something that created a big mismatch between their initial expectation for this program. A further study following up on how the current student teachers' perceive their sense of fulfillment after the establishment of a practicum unit would be very meaningful in the future.
Yoko Mori
University of Otago
Read the Original
This page is a summary of: Student teachers’ expectations and their sense of fulfillment in a TESOL program, Australian Review of Applied Linguistics, January 2021, John Benjamins,
DOI: 10.1075/aral.19054.mor.
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