Literaturnachweis - Detailanzeige
Autor/inn/en | Pourhassan, Asqar; Nazari, Mostafa |
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Titel | Teachers Learn to Use Critical Incidents as a Professional Development Tool in Teaching Young English Learners |
Quelle | In: Innovation in Language Learning and Teaching, 17 (2023) 1, S.32-46 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Nazari, Mostafa) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1750-1229 |
DOI | 10.1080/17501229.2021.1907751 |
Schlagwörter | Teaching Methods; Critical Incidents Method; Faculty Development; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Classification; Teacher Student Relationship; Teacher Characteristics; Foreign Countries; Collegiality; Student Behavior; Learner Engagement; Pedagogical Content Knowledge; Private Education; Iran Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Kollegialität; Student behaviour; Schülerverhalten; Pädagogische Kompetenz; Privatunterricht |
Abstract | Purpose: Despite the growth of theory and research on young English learners and the widely-recognized importance of critical incidents (CIs) in teachers' professional development (PD), little research has examined young-learner teachers' CIs. This study investigated the impacts of a PD course structured around CIs sharing/discussing on 14 L2 teachers' understanding of teaching young learners. Design: Narratives and semi-structured interviews were used to collect the data. Findings: Data analyses indicated that the teachers reported various interpersonal, pedagogical, and professional CIs, especially problems with learner engagement and the learners who problematized the teachers' knowledge frequently. Additionally, the results of the interviews indicated that the teachers experienced conceptual, practical, and personal-professional changes in their treatment of CIs as a function of participation in the PD course. Value: The study proposes a typology of young-learner teachers' CIs and argues that young-learner teaching requires its specific form of teacher education that fosters in the teachers awareness of emotional, pedagogical, and interpersonal dimensions for teaching this group of learners. (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 |