碩士 / 國立政治大學 / 華語文教學碩博士學位學程 / 107 / This qualitative case study aims to probe into pre-service Chinese teachers’ experience and their teaching belief change before, during, and after overseas internship, as well as the affordance and challenges the overseas internship offers to the pre-service teachers. The participants are two Taiwanese postgraduate students of TCSL in a university in northern Taiwan. In-depth interviews are conducted as the main data collection methods. The interview content is designed with the reference of Johnson (1992), Chang (2000), and Siaw (2012). The data is analyzed by using holistic-content and categorical-content method proposed by Lieblich et al. (1998). The result includes: (1) pre-service teachers’ teaching beliefs are transformed due to professional training and overseas teaching experiences, (2) pre-service teachers’ teaching beliefs share several similarities in general aspect, but have differences in specific aspect resulting from various situated contexts, (3) oversea internship, as a means to learn how to teach Chinese, brings challenges and affordance to them as well as their personal growth. Based on the result, the study comes up with some suggestions for the theory, teaching abroad internship, Chinese teaching education institution, Chinese teachers, and future study.
| Identifer | oai:union.ndltd.org:TW/107NCCU5612010 |
| Date | January 2019 |
| Creators | Lu, Ting-Yu, 盧亭佑 |
| Contributors | Chao, Chin-Chi, 招靜琪 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 102 |
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