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Initiative in ESL Student Teaching: Three Perspectives

Abstract

Initiative in ESL student teaching was studied. There were three sets of participants: two student teachers, two cooperating teachers, and two university supervisors. All participants were surveyed before student teaching; student teachers and cooperating teachers were surveyed afterwards. Results indicate that (a) initiative is seen as (very) important by all stakeholders and (b) its importance increases over time. Although the overall ratings were generally very close, individual ratings were more varied. Participants’ comments (a) help to explain their ratings and (b) reveal differences in their views. Results have implications for ESL teacher educators.

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