Becoming a (better) language teacher: classroom action research and teacher learning
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Tübingen
Narr Francke Attempto
2015
|
| Schriftenreihe: | Giessener Beiträge zur Fremdsprachendidaktik
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 264 S. |
| ISBN: | 9783823369615 382336961X |
Internformat
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Datensatz im Suchindex
| _version_ | 1804174805923004416 |
|---|---|
| adam_text | TABLE OF CONTENTS
ACKNOWLEDGEMENTS 7
LIST OF ABBREVIATIONS AND ACRONYMS 12
LIST OF FIGURES 13
LIST OF TABLES 13
LIST OF BOXED TEXTS 13
1 INTRODUCTION 15
1.1 WHY LANGUAGE TEACHERS MATTER 17
1.2 THE SAME OLD STORY: THEORY VERSUS PRACTICE 20
1.3 RELEVANCE OF STUDY 23
1.4 STRUCTURAL OUTLINE 25
2 FOREIGN LANGUAGE TEACHER EDUCATION 28
2.1 SHIFTS AND TURNS IN LANGUAGE TEACHER EDUCATION 29
2.1.1 TOWARD A REFLECTIVE MODEL OF TEACHER EDUCATION 30
2.1.2 (RE)CONCEPTUALISING TEACHER EDUCATION -
RE(DE)FINING TEACHER KNOWLEDGE 32
2.1.3 FOCUS ON THE TEACHER AND THE ACTIVITY OF TEACHING 37
2.1.4 NEW WAYS OF FOREIGN LANGUAGE TEACHER EDUCATION 40
2.1.5 OVERVIEW AND SUMMARY 43
2.2 TEACHER LEARNING: BECOMING A (BETTER) LANGUAGE TEACHER 44
2.2.1 COGNITION, IDENTITY AND PROFESSIONAL CONFIDENCE 47
2.2.2 THE PRINCIPLE OF REFLECTIVE PRACTICE 52
2.2.3 FROM NOVICE TO EXPERT: A PROCESS OF LIFELONG LEARNING 55
2.2.4 COOPERATIVE TEACHER LEARNING AND DEVELOPMENT 61
2.3 ACTION RESEARCH - LINKING PRACTICE AND THEORY 65
2.3.1 ORIGIN AND DEFINITION 66
2.3.2 MODELS AND PROCEDURES 70
2.3.3 CHALLENGES 74
2.4 SUMMARY 77
9
HTTP://D-NB.INFO/1070939617
3 E-LINGO - TEACHING LANGUAGES TO YOUNG LEARNERS 78
3.1 STRUCTURE AND ORGANISATION 78
3.2 GUIDING PRINCIPLES 80
3.3 COURSE CONTENTS 81
3.4 LEARNING FORMATS AND TUTORING 83
3.5 CLASSROOM ACTION RESEARCH PROJECTS 85
3.5.1 RESEARCH T OPICS 87
3.5.2 CARP EXAMPLE: STORYTELLING 88
3.6 EVOLVING RESEARCH QUESTIONS 92
3.7 SUMMARY 95
4 METHODOLOGICAL FRAMEWORK 96
4.1 THE NOTION OF QUALITY IN QUALITATIVE RESEARCH 97
4.2 KEY CHARACTERISTICS OF CASE STUDY RESEARCH 102
4.3 CONSTANT BUT CHANGING COMPANIONS: THE RESEARCH QUESTIONS 104
4.4 THE RESEARCH INSTRUMENTS 105
4.4.1 THE RESEARCHER AND THE NOTION OF INTEGRITY 107
4.4.2 LEARNING LOGS 109
4.4.3 PORTFOLIOS ILL
4.4.4 INTERVIEWS 113
4.5 THE DOCUMENTARY METHOD AS A TOOL FOR DATA ANALYSIS 116
4.5.1 FORMULATING INTERPRETATION - WHAT IS SAID? 118
4.5.2 REFLECTING INTERPRETATION - HOW IS IT SAID? 120
4.5.3 TYPE FORMATION 122
4.6 SUMMARY 125
5 THE STUDY - DESIGN, PARTICIPANTS AND PROCEDURE 126
5.1 RESEARCH CONTEXT AND CENTRAL QUESTIONS 126
5.2 REFLECTIONS ON THE RESEARCHER ROLE 127
5.3 THE PARTICIPANTS: 12 (STUDENT) TEACHERS 130
5.4 DATA, PERSPECTIVE AND INVESTIGATOR TRIANGULATION 132
5.5 PREPARING AND CONDUCTING THE INTERVIEWS 138
5.6 ETHICAL SAFEGUARDING 141
5.7 SUMMARY 142
10
6 DATA ANALYSIS: THE SEARCH FOR EVIDENCE 143
6.1 ORGANISING THE DATA 144
6.2 TOPICAL OVERVIEWS 146
6.3 CRITICAL LEARNING INCIDENTS - (STUDENT) TEACHERS
AHA! MOMENTS 154
6.3.1 TEAMWORK MEANS TEAM WORK 156
6.3.2 WE LEARN TOGETHER AND FROM EACH OTHER! 163
6.3.3 NOW I UNDERSTAND THE THEORY! 168
6.3.4 THIS IS ACTION RESEARCH? I CAN DO THAT! 174
6.3.5 THE CAMERA IS NOT THE ENEMY 179
6.3.6 I M A CENTRAL FIGURE IN THE TEACHING AND LEARNING CONTEXT 182
6.3.7 MY ENGLISH ISN T GOOD ENOUGH. OR IS IT? 188
6.3.8 IS TEACHING ENGLISH TO CHILDREN MY CUP OF TEA? 192
6.4 SUMMARY 195
7 DIMENSIONS OF TEACHER LEARNING 197
7.1 INTERPERSONAL DIMENSION 199
7.2 COGNITIVE DIMENSION 202
7.3 AFFECTIVE DIMENSION 207
7.4 INTEGRATED MODEL OF TEACHER LEARNING 212
7.5 SUMMARY 219
8 CONCLUSION 221
8.1 RELEVANCE OF THE FINDINGS 222
8.2 BEYOND THIS STUDY 228
8.3 FINAL REMARKS 231
9 BIBLIOGRAPHY 233
APPENDIX A: TRANSCRIPTION GUIDELINES
APPENDIX B: EXEMPLARY TRANSCRIPTION AND INTERPRETATION
11
|
| any_adam_object | 1 |
| author | Benitt, Nora |
| author_facet | Benitt, Nora |
| author_role | aut |
| author_sort | Benitt, Nora |
| author_variant | n b nb |
| building | Verbundindex |
| bvnumber | BV042627503 |
| classification_rvk | ES 861 |
| ctrlnum | (OCoLC)927141911 (DE-599)DNB1070939617 |
| dewey-full | 420.715 400 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 420 - English & Old English (Anglo-Saxon) 400 - Language |
| dewey-raw | 420.715 400 |
| dewey-search | 420.715 400 |
| dewey-sort | 3420.715 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) 400 - Language |
| discipline | Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| format | Book |
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| title | Becoming a (better) language teacher classroom action research and teacher learning |
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