Search results for: English
Page 2/5 46 items
This article reports on an interview study that explored how teacher educators across different disciplines anticipate the work that must be done to produce critical professionals to teach the new Australian curriculum. The authors summarize the differences indicated across the four curriculum areas sampled: English teacher educators seemed mostly concerned about political interference in educational matters; history teacher educators seemed mostly concerned about the status of knowledge in the proposed curriculum; a maths educators had concerns around the rationale for selection of curricular content; and science educators were concerned about personal relevance and the pedagogical implications of over-selection of content.
Updated: Jul. 01, 2013
The authors draw illustrative findings from a study of high school English teachers during the implementation of an ubiquitous mobile learning innovation. The authors use multiple profiles generated from the Concerns-Based Adoption Model to exemplify how they identified and supported teachers’ diminishing and increasing operational and pedagogical issues through an iterative co-generated action-planning programme.
Updated: Jun. 25, 2013
Teaching as Sheltering: A Metaphorical Analysis of Sheltered Instruction for English Language Learners
Sheltered instruction is a form of content-based instruction (CBI), a large collection of pedagogical models which integrate the teaching of academic subject matter with the teaching of another language. This article examines the complex intersections between a sheltering metaphor, sheltered instruction theory, and sheltered instruction in practice.The author uses the metaphor of sheltering as a provocative lens to consider episodes of sheltered instruction from three sheltered social studies classrooms.
Updated: Dec. 19, 2012
This study focused on the views of middle and secondary teacher education students from various content areas. The author interviewed 77 teacher education candidates from mathematics, English, science, and social studies education. The author concludes that citizenship preparation can show how subject area issues and citizenship preparation can be used as ways to examine content and take action on domestic or international issues.
Updated: Aug. 06, 2012
Missed Opportunities, Misunderstandings, and Misgivings: A Case Study Analysis of Three Beginning English Teachers’ Attempts at Authentic Discussion With Adolescents in a Synchronous CMC Environment
The current article described the Web Pen Pals project which provided an opportunity for beginning English teachers to practice authentic discussion about literature in a synchronous CMC environment with adolescents. The researcher employed case study analysis of three beginning teachers. The researcher was interested to examine the following question: How do preservice English teachers discuss literature online with middle school students?
Updated: Feb. 13, 2012
Constructing Videocases to Help Novices Learn to Facilitate Discussions in Science and English: How Does Subject Matter Matter?
In this study, the authors explored preservice teacher’s beliefs about conducting discussions and the potential of videocase construction for supporting teacher learning by investigating the following question: ‘To what extent and how does making a videocase help preservice teachers investigate their facilitation of a subject‐specific discussion?’ This study revealed that all five interns gained insights about how they lead discussions by constructing and discussing their videocase. The study also suggests several areas that require further attention in preparing preservice teachers to lead discussions in subject matter contexts.
Updated: Aug. 23, 2011
An Investigation of the Nature of Feedback Given to Pre‐service English Teachers during their Practice Teaching Experience
This study explores how university supervisors and cooperating teachers approach giving feedback during the practice teaching experience to pre‐service English language teachers. The study also examines the nature of feedback they give through post‐lesson conferences and written evaluations.
Updated: Jul. 26, 2011
“Because I Know How to Use It': Integrating Technology Into Preservice English Teacher Reflective Practice
The current paper examines the role of technology in preservice teacher reflection. Fifty-eight preservice English teachers participated in the study. The author examines The implications of the preservice English teachers’ views on technology use for reflection , with attention to the choice of “easy” forms of technology and the elements of journal length.
Updated: Jul. 05, 2011
'A Little Bit Marginalized': The Structural Marginalization of English Language Teachers in Urban and Rural Public Schools
This article examines how linguistic differentiation is described, explained, and excluded within schools in terms of implicit or explicit deliberation about English language learners (ELLs) and English as a second language (ESL) programs. The author argues that the participants' experiences resulted in the marginalization of ELTs and their students. The author maintains though that this marginalized status can be improved through collaborative relationships between general education teachers and English language teachers.
Updated: Jun. 13, 2011
The current paper reports on a qualitative case study which conducted in Hong Kong. This case study explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships.
Updated: Apr. 17, 2011