Critical Elements in Teacher Collaboration to Generate Change When Bringing an English Language Focus to Science Teaching

Autor/inn/en	Gray, Susan; Ward, Gillian
Titel	Critical Elements in Teacher Collaboration to Generate Change When Bringing an English Language Focus to Science Teaching
Quelle	In: New Zealand Journal of Teachers' Work, 16 (2019) 1-2, S.48-63 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-6662
Schlagwörter	Foreign Countries; Teacher Collaboration; Secondary School Teachers; Teacher Attitudes; Attitude Change; Academic Language; Vocabulary Development; English (Second Language); Urban Schools; Science Teachers; English Teachers; Classroom Techniques; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehrerkooperation; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Klassenführung; Neuseeland
Abstract	Peer learning offers powerful spaces for teachers to reconsider beliefs and change practice. Although productive teacher collaborations have been identified, there are few descriptive accounts explaining the detail of these collaborations and specifying conditions that enabled teachers to learn from each other. This article explores the ways in which two secondary school science teachers used the framework of an action research project to take a language focus in the teaching of science. This joint work involving devising, implementing and evaluating a work plan, enabled them to challenge their beliefs and practices. Insights into requisite conditions and the dilemmas experienced for any collaboration leading to teacher change in beliefs and practices when bringing a specific language focus to their science teaching are explored. (As Provided).
Anmerkungen	New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01