Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers' Skills in Early Foreign Language Learning in Finland

Autor/inn/en	Hahl, Kaisa; Pietarila, Maija
Titel	Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers' Skills in Early Foreign Language Learning in Finland
Quelle	In: International Electronic Journal of Elementary Education, 13 (2021) 5, S.713-725 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hahl, Kaisa) ORCID (Pietarila, Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Teacher Qualifications; Second Language Learning; Second Language Instruction; Content Analysis; Teacher Attitudes; Foreign Countries; Teacher Competencies; Teaching Skills; Essays; Inservice Teacher Education; Language Teachers; Early Childhood Education; Preschool Teachers; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Lehrqualifikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Inhaltsanalyse; Lehrerverhalten; Ausland; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Essay; Aufsatzunterricht; Lehrerfortbildung; Language teacher; Sprachunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	The shift to an earlier start in foreign language teaching in Finland took place nationwide in 2020. Both class teachers and subject teachers faced a new situation. They would be teaching children younger than before, or they would be teaching a completely new subject for them. This article examines teachers' conceptions of the skills and competencies, including required language skills, that are important for a teacher in early foreign language teaching. The data for this study were gathered through essays that teachers (n=44, subject teachers, class teachers, and double qualified teachers) turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. The findings show that teachers found it the most essential that early foreign language teachers have enthusiasm for the job and are able to inspire learners. They also considered it important that teachers focus on learners and the learning environment, as well as have skills for early years pedagogy. The teachers did not consider foreign language education or language skills as important as the other skills but yet wished for teachers to be able to communicate in the target language in the class. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01