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Scholarly-Article-March-2009

Page history last edited by Choutari Member 12 years, 3 months ago

 

Jin (pseudonym), a teacher from Singapore, as described in Farrell (2006), faced many complications as a newly qualified teacher (NQT). The first complication was the conflict between his approach to teaching English and expectation of the school. His second complication was related to the conflict between what he wanted to teach (i.e. content) and what he was required to teach. He has many other complications. The important thing to mention here is; how did he solve these complications and establish himself as an English language teacher? Jin's story can be downloaded in the form of a .pdf file here.

Please click here to share your story after you read the article.

 

Minfang (pseudonym), a teacher from China, has also faced similar complications. Minfang got no personal satisfaction. He did not want to encourage any discussion in case his "disgraceful past" has inadvertently revealed in the course of discussion. Nor did he want to be a popular teacher, because in Chinese culture, a teacher who is popular among students is perceived as a teacher of little substance and one who has nothing but relationships to win the students' hearts. He found working in a hierarchical institution oppressive with so many powerful people above him. He could not apply CLT into his classes and so on. However, he established himself as the best teacher in the school. Mingfang's exciting story can be downloaded as a .pdf file here.

Please click here to share your story after you read the article.

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