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Linguistics Knowledge Required for English Teaching: A Text-Mining Analysis of Student Teachers' Teaching Portfolios
PROCEEDINGS

, University of Tsukuba, Japan ; , , Shinshu University, Japan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The College of Education at Shinshu University emphasizes experienced-based and evidence-based fieldworks and student teaching in preservice teacher training programs. Juniors go to demonstration schools for student teaching for about four weeks, and organize electronic teaching portfolios. The portfolio includes web-based lesson plans and reflection sheets. This presentation analyzes the description of student teachers’ teaching portfolios in accordance with INTASC Standards, and also uses the text mining tool “TRUSTIA”. We focus on the INTASC Standard #1, Subject Matter Knowledge. The student teachers of English teaching do not associate content knowledge on linguistics with actual English classes before their student teaching. On the other hand, once they complete their student teaching, they realize that it is important for them to have not only the methods of English teaching but also plenty of content knowledge on linguistics to teach English.

Citation

Osawa, M., Yatsuka, M. & Higashibara, Y. (2010). Linguistics Knowledge Required for English Teaching: A Text-Mining Analysis of Student Teachers' Teaching Portfolios. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2061-2066). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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