A Case Study of Pre-service English Teachers’ Autonomous Learning in Practicum: the Activity Theory Perspective

DOI

10.2991/icadce-18.2018.208How to use a DOI?

Keywords

autonomous learning; pre-service English teacher; activity theory

Abstract

Research shows that internal factors like learner’s motivation, self-efficacy and achievement attribution greatly affect autonomous learning. This study focuses on the external factor to explore how curriculum affects autonomous learning. The study observed and interviewed four pre-service English teachers during their practicum where practice-oriented curriculum for practicum is implemented. The study found that curriculum regulates pre-service English teachers’ autonomous learning in arousing their awareness of autonomous learning and develop the ability to learn autonomously.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Qi Feng
PY  - 2018/07
DA  - 2018/07
TI  - A Case Study of Pre-service English Teachers’ Autonomous Learning in Practicum: the Activity Theory Perspective
BT  - Proceedings of the 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018)
PB  - Atlantis Press
SP  - 962
EP  - 966
SN  - 2352-5398
UR  - https://doi.org/10.2991/icadce-18.2018.208
DO  - 10.2991/icadce-18.2018.208
ID  - Feng2018/07
ER  -