An Investigation of Five Japanese English Teachers' Reflections on Their U.S. MA TESOL Practicum Experience

Writer(s): 
Sandra McKay, San Francisco State University

This study examines the practicum experience of five Japanese English teachers pursuing a master's degree in TESOL at a U.S. university. Drawing on data gathered from individual and group interviews, mentor teacher and author field notes, student teaching logs and final reports, the author examines five Japanese graduate students' reflections on their practicum experience. The data suggests that whereas the students clearly faced some common challenges, their personalities and English learning and teaching backgrounds as well as their specific teaching context influenced their particular teaching concerns. Although much of the data highlights the special problems that nonnative English speakers face in teaching in an ESL context, the paper notes the benefits such an experience can afford and suggests ways of modifying the TESOL practicum experience so that it is more beneficial to teacher trainees.

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