Search results for: Gan Zhengdong

This study, which grounded in a sociocultural view of teacher learning, explores how non-native English as a Second Language (ESL) student teachers developed their understanding of professional learning in the light of their experiences of engaging with their significant others during an eight-week practicum. The study reveals rich interactions between these student teachers and their significant others in the school settings. The findings reveal that the process of learning to teach was described as experiencing, which is connected to engagement in activities in personal social context that is counted as doing. This study suggests a pressing need to develop university–school partnership to facilitate the development of collegial relationships among student teachers and their significant others.