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• W2993359314 abstract "Second language teacher education (SLTE) has changed its focus from cognitive to sociocultural perspectives. By considering located SLTE and community learning, this qualitative study was conducted to explore how preservice teachers of English as a foreign language learned to teach in response to learning needs in a Vietnamese city. Data sources for the study were written assignments produced by preservice teachers and in‐depth interviews with them. Through their engagement in the local community, the preservice teachers identified nine groups of adult learners who were not able to gain access to English learning in the formal schooling system. Those learners sought to learn English not only to meet their personal and professional needs but also to contribute to socioeconomic development of the local community. Based on the findings regarding the local learners’ needs and characteristics, the preservice teachers developed pedagogical practices appropriate to each specific group of learners and suggested that university‐based SLTE programmes should embrace diverse learners and community‐based teacher learning. The study substantiates the concept of located SLTE and offers some implications for SLTE in response to local needs." @default.
• W2993359314 created "2019-12-13" @default.
• W2993359314 creator A5004377175 @default.
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• W2993359314 date "2019-12-05" @default.
• W2993359314 modified "2023-10-16" @default.
• W2993359314 title "Second Language Teacher Education in Response to Local Needs: Preservice Teachers of English Learning to Teach Diverse Learners in Communities" @default.
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• W2993359314 doi "https://doi.org/10.1002/tesq.551" @default.
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