Uncovering the Layers of Foreign Language Teacher Socialization: A Qualitative Case Study of Fulbright Language Teaching Assistants

Autor/in	Uzum, Baburhan
Titel	Uncovering the Layers of Foreign Language Teacher Socialization: A Qualitative Case Study of Fulbright Language Teaching Assistants
Quelle	In: Language Teaching Research, 21 (2017) 2, S.241-257 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815614338
Schlagwörter	Qualitative Research; Case Studies; Socialization; Video Technology; Interviews; Learning Theories; Language Teachers; Cultural Context; Novices; Teaching Methods; Teacher Attitudes; Learning Experience; Knowledge Base for Teaching; Professional Identity; Turkic Languages; Uncommonly Taught Languages; Role Models; Teaching Assistants; Federal Legislation; Federal Programs; International Educational Exchange; Observation + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Socialisation; Sozialisation; Interviewing; Interviewtechnik; Learning theory; Lerntheorie; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lernerfahrung; Teaching theory; Theory of teaching; Unterrichtstheorie; Turkish; Türkisch; Minderheitensprache; Identifikationsfigur; Bundesrecht; Internationaler Austausch; Beobachtung
Abstract	This qualitative case study explored how a novice language teacher negotiated her pedagogical beliefs and practices during her socialization into a foreign cultural and educational context. The focal participant was an Uzbek language teacher at a university in the USA. Using a language socialization theoretical framework, data were drawn from multiple sources such as interviews, video-recorded classroom observations, and classroom materials. The findings indicate that biographical factors (e.g. the teacher's personal history, experience as a learner), contextual factors (e.g. interactions with students and institutional resources), and dialogic factors (e.g. the teacher's knowledge of theories of teaching and learning) guided the process of socialization. The teacher was able to transform her beliefs and practices by negotiating the tensions, dilemmas, concerns, and questions across her biography, current teaching context, and theoretical knowledge of teaching and learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01