Pre-service teachers’ pedagogical decisions on integrated-skills instruction in a sojourn Chinese teaching programme: The context matters

This multiple case study investigated pedagogical decisions in encountering challenges pre-service teachers’ integrated-skills instruction and the underlying factors influencing their different responses to during overseas Chinese teaching practice programme. Two cohorts (n=8) of teachers were involved this when they participated programme for 15 weeks at seven K-12 schools North Central Thailand. In study, data collected through semi-structured interviews documents analysed. Four emerged teacher trainees’ implementation instruction: 1) students’ inability understand target language instruction, 2) low level motivation disengagement communicative tasks which required skills, 3) unsatisfactory performances form-focused teaching, 4) classroom disciplinary issues. The findings demonstrate that contextual support from local appeared be main contributing factor influenced these trainee was mediated by performance behaviours class. with sufficient support, acted as solutions challenges, reported consistent use instruction; however, lacked a supportive environment, remained unsolved there shift predominant early stage segregated-skills better management latter phase. highlights critical role decision making confronted instruction.