Search results for: English
Page 1/5 46 items
Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one’s own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students’ reflections on the writings as tools, we offer implications for teacher education.
Updated: Jun. 28, 2020
This paper focuses on the training of Arab English teachers as per the directives of the Ministry of Education, particularly the Academic Class practicum. Using both Legitimation Code Theory and Appraisal Theory, this study compares the propositional content of the practicum programme provided by a teaching college in central Israel, with the educational orientation of Muslim Arab student teachers. Results reveal a ‘code clash’ between the curricular policy and the student teachers, shedding light on ways to re-scaffold the practicum to work towards a ‘code match’.
Updated: May. 12, 2020
This report introduces a way of engaging preservice teachers in experiential learning activities to enrich their pedagogical content knowledge and skills. The framework suggested can be applied to instruction in a wide range of disciplines in different contexts. It calls on teacher educators to work on similar experiential learning initiatives to equip novice teachers with the necessary pedagogies and competence for their future careers.
Updated: Jan. 13, 2020
This paper describes the experiences of a literacy teacher educator, who learned computer programming and also learned to bridge her understandings of teaching English to teaching a critical literacy of code. The author concludes that bridging critical literacies of English and computer code has potential to foster greater civic participation and agency.
Updated: Dec. 05, 2018
This article compares the ways in which two teachers use of Twitter and other forms of technology in their professional lives. The author found that both teachers noted that using Twitter to gain access to resources and connect with professionals in the field was critical for them and could be of value for teachers more generally. The author also found that both participants expressed overall positive dispositions toward technology use generally and Twitter specifically. Both teachers also faced challenges in their engagement with technology.
Updated: Dec. 02, 2018
Perceptions of Pre-service English Teachers towards the Integration of an LMS into English Language Teacher Education
This article reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an Learning Management Systems (LMSs) into courses at a state university in Turkey. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses.
Updated: Feb. 22, 2017
Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators
The purpose of this study was to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy and course goals. This study indicates that professional development is important for both new and experienced faculty. Overall, the faculty continued to grow in the four spheres of knowledge: research; pedagogy in higher education; literacy and literacy teaching; and government and school district initiatives. This study reveals the sheer scale of knowledge required to be an effective LTE. All three forms of professional development came into play for all of the participants: each process had value and a place in supporting their development as teacher educators and researchers.
Updated: May. 23, 2016
The study examined how a group of pre-service English language teachers perceived immigrant children from Mainland China in terms of learning attitudes, academic performance and classroom behaviour. The findings confirm the prevalence of the ‘deficit model’ in these pre-service teachers’ perceptions of immigrant children, which might negatively impact their professional practice. The participants widely perceived these children as deficit and consider them a serious professional challenge.
Updated: Jan. 06, 2016
The authors propose that educative assessment materials that highlight students’ science writing can provide a framework to help teachers evaluate the growth of their students’ science understanding. The authors identified three educative features of this assessment that seemed both valuable to teachers and worthy of further study. The authors noted two main ways that teachers began to make instructional decisions based on considering their students’ responses on the educative assessments. The authors' experiences developing and implementing these two aspects of the LISELL project have implications for theory, research, and practice in how to support teachers’ and students’ engagement with language-rich science inquiry.
Updated: Apr. 08, 2014
This article has two purposes: (1) to investigate how Taiwanese teachers of English as a Foreign Language turned experiences into critical reflections via journal writings and (2) to describe how they gauged critical reflections as teaching inquiry. The results indicate that critical reflection as teaching inquiry helped the teachers deal with situations of uncertainty, instability, and value conflict in multiple contexts. Critical reflections enhanced teachers' understanding and brought about changes in their awareness of instructional effectiveness and teaching beliefs in their practice.
Updated: Oct. 17, 2013