Learning to Teach English in Hong Kong: The Opinions of Teachers in Training

Alan Urmston

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EFL/ESL Teaching and Learning Teacher Education and Leadership Studies Second Language Learning and Teaching

Abstract

This paper presents the findings from a longitudinal study of teachers learning to teach English in Hong Kong secondary schools who were enrolled on the BA course in Teaching English as a Second Language (BATESL) at the City University of Hong Kong. The purpose of the study is to try to determine the extent to which the beliefs and knowledge of pre-service English teachers change between leaving secondary school and entering the teaching profession. A detailed questionnaire was completed by a cohort of student teachers as they began the course in 1994 and again upon graduation from it in 1997. The results of the comparison between the two administrations reveal that pre-service teachers' beliefs and knowledge are based on their experiences as students within the education system; are strongly influenced by their time in classrooms during practice teaching; but are changed relatively less by the training that they receive in their BA course.

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1997A seven year longitudinal multi-factor assessment of teaching concerns development through preparation and early years of teaching

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2008`Here's the Book, Go Teach the Class'2010The Routledge International Handbook of English, Language and Literacy Teaching 2012Feedback From the Field: What Novice PreK–12 ESL Teachers Want to Tell TESOL Teacher Educators 2011Tensions Between Conflicting Beliefs of an EFL Teacher in Teaching Practice 2017“I feel like having a nervous breakdown”2006Language teacher education for intercultural understanding 2017Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation 2021‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period

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