Taiwanese Novice Elementary School English Teachers' Perceptions of Critical Friends

Autor/in	Chien, Chin-Wen
Titel	Taiwanese Novice Elementary School English Teachers' Perceptions of Critical Friends
Quelle	In: Education 3-13, 50 (2022) 6, S.831-842 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chien, Chin-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1914127
Schlagwörter	Beginning Teachers; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Friendship; Models; Elementary School Teachers; Faculty Development; Teacher Attitudes; Working Hours; Social Status; Teaching Load; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Freundschaft; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Hours of work; Arbeitszeit; Sozialer Status; Lehrdeputat; Ausland
Abstract	This survey research with follow-up interviews explored sixty-two Taiwanese novice elementary school English teachers' perceptions of critical friendship models as an avenue for professional development. The major conclusions were drawn. First, these participants had consistent and static perceptions of critical friends as 'sharing ideas and knowledge' and 'supporting each other'. Secondly, external factors such as teaching hours and teaching status affected these novice English teachers' perceptions of critical friends and their motivation to be involved in this type of professional development activity. Suggestions on implications for practice on critical friendship models as an avenue for professional development were provided in terms of attributes and factors of critical friends as well as extended circles of critical friends. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01