| In order to promote teachers' professional learning,reforms on teacher education have recently been deepened in China.As an essential part of teacher education,preservice teacher education also needs urgent reform.Traditional preservice teacher education programs underline the learning of professional knowledge and skills,while nowadays,with the continuing reforms on education and teaching,teacher learning is no longer restricted to the accumulation of knowledge and skills but highlights the "unlearning' and"relearning" of the existing knowledge in teachers' mind.Therefore,elaborating teachers from obsolete perspectives and cultivating teachers' transformative learning ability is one of the most important tasks for preservice teacher educationAdopting a qualitative case study approach,this study explored three preservice English teachers' transformative learning in an overseas teaching practicum.Based on transformative learning theory and its evolved versions,three participants' transformative learning experience and its influencing factors have been investigated with the collected data including reflection journals,in-depth interviews and internship reports,etc.Two major findings have been revealed in this study.Firstly,all the three participants experienced transformative learning,but the content and degree of the transformations varied.Secondly,preservice teachers' metacognitive experience,teacher culture,and preservice teachers' emotion have been dug out as the major influencing factors for three participants' transformative learning in this practicumThrough detailed description and analysis of three preservice teachers' transformative learning experiences,this study deepens the understanding of preservice teachers'transformative learning in the teaching practicum.What's more,based on the influencing factors,this study proposes several suggestions on how to help preservice teachers realize transformative learning in the future teaching practicum. |
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