Search results for: Language
Page 2/5 41 items
Struggling for a Professional Identity: Two Newly Qualified Language Teachers’ Identity Narratives during the First Years at Work
The purpose of this article was to examine how two newly qualified teachers constructed their identity. The findings reveal that the participants’ stories display two different experience narratives: a painful and an easy beginning. Despite the same teacher education programme and the same kind of working environment, these cases represented two clearly different ways of experiencing the induction phase. This study supports the idea of a violent impact that the induction period can have on teachers’ self-understanding. Understanding teachers’ induction from the perspective of a possible identity crisis can open up ways of supporting newly qualified teachers in their professional development, both during their teacher studies and during the induction phase.
Updated: Dec. 21, 2014
This article examined the question What are the effective teaching characteristics of non-traditional, culturally and linguistically diverse (CLD) student teachers placed in rural, elementary schools with high populations of Latino/a students? Findings from this study reflected highly consistent and effective teaching characteristics of the CLD teacher candidates completing a distance-delivered teacher preparation program in remote, rural areas. Discussion as to what teacher education program attributes contributed to their development of effective teaching attributes was offered, with culturally responsive supports, like instructional mediators, personal instructor/leadership caring, and a sense of community among students and teachers, noted.
Updated: Sep. 15, 2014
This article discusses the role of Twitter in a graduate seminar on language teaching methodology. The findings indicate that the microblogging tasks enabled participants to form a virtual Community of Practice in which they were able to learn, share, and reflect.
Updated: Aug. 25, 2014
This article describes a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discusses pedagogy of supervision from university supervisors’ perspectives. The purpose of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes.
Updated: Nov. 19, 2013
Mind the Gap: Looking for Evidence-Based Practice of Science Literacy for All in Science Teaching Journals
The authors examined whether science teaching journals’ recommendations are anchored to high-quality evidence. The authors found that (a) most National Science Teacher Association journals’ science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research.
Updated: Apr. 23, 2013
In this article, the authors describe how pre-service teachers were scaffolded to engage in effective observations in their field experiences to reflectively build a foundation for learning about teaching. Data were collected from 27 pre-service teachers during two semester-long language arts methods courses where students used a blended approach for their observations.
Updated: Sep. 27, 2012
In this article, the author described his own use of an academic discipline—linguistics and its varied tools of discourse analysis—in conducting research at the College.The author focused on two major areas of research: (a) ethnocultural variation in processing spatio-temporal information in languages throughout the world and (b) children’s interaction with multiple-choice tests of reading comprehension, with particular attention to the ways in which their ethnocultural background affects how they respond.
Updated: May. 23, 2012
Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers
Interviews conducted study with dozens of preschool teachers in multiple U.S. cities, as part of Children Crossing Borders study, revealed a specific immigrant teacher critique of typical English language modeling techniques. These immigrant teachers reposition children's home languages as a valuable form of expression and thus argue for a more empathetic and constructivist view of children of immigrants. Hence, the author argues that early childhood educators need to talk honestly with students about the implications of their responses to children of immigrants in the classroom.
Updated: Apr. 18, 2012
Convening a Network within the European Conference on Educational Research: A History of the Social Justice and Intercultural Education Network
The current article highlights the challenges facing convenors of one network, who wish to include researchers from diverse backgrounds, while at the same time enhancing the academic quality of the papers presented at the European Conference on Educational Research (ECER). This paper presents a brief history of 15 years of networking with a view to discussing some of the main issues which have emerged over the years.
Updated: Mar. 14, 2012
This article describes a study which explored the experiences of four Korean heritage language teachers in the United States. Specifically, the study focuses on challenges they face and the resources they draw upon for their teaching. The authors situate their work within the conceptual framework of teacher lore, which promotes teacher reflection and helps increase the visibility of minority teachers.
Updated: Nov. 30, 2011