Implementing Dialogic Gatherings in TESOL Teacher Education

Autor/inn/en	Barros-del Rio, Maria Amor; Álvarez, Pilar; Molina Roldán, Silvia
Titel	Implementing Dialogic Gatherings in TESOL Teacher Education
Quelle	In: Innovation in Language Learning and Teaching, 15 (2021) 2, S.169-180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barros-del Rio, Maria Amor) ORCID (Álvarez, Pilar) ORCID (Molina Roldán, Silvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2020.1737075
Schlagwörter	Language Teachers; Case Studies; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Learning Processes; Teacher Education Programs; Secondary School Teachers; Professional Identity; Dialogs (Language); Relevance (Education); Scientific Research; Foreign Countries; Masters Programs; Graduate Students; Spain + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Dialog; Dialogs; Dialogue; Dialogues; Relevance; Relevanz; Ausland; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Spanien
Abstract	Purpose: This article reports the implementation of a series of Dialogic Gatherings (DGs), a course component in the education of pre-service secondary-education TESOL teachers in Spain. DGs are a successful educational action based on the reading and discussion of books and academic works, which leads to a dialogic construction of knowledge among participants. Design/methodology/approach: Our case study involved seven students, enrolled on a Master's Degree in Secondary Education, with a specialisation in teaching English. Information was gathered during 10 DG sessions and from initial and final reports and student notebooks, as well as from the trainer's observations. Findings: The findings suggested that DGs engaged participants in a critical understanding of the teaching-learning process of English as a Foreign Language, assisting their teacher identity construction process. In addition, the findings pointed both to the reading of scientific sources and to the dialogic methodology as key inputs for the promotion of critically responsive practices for Teaching English to Speakers of Other Languages (TESOL). Originality/value: This exploratory study illustrates the relevance of providing future teachers with meaningful opportunities to reflect upon and to build critical knowledge through the dialogic reading of primary scientific sources as part of the TESOL process. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01