Guided by Images--Chilean Novice Teachers' Visions of Themselves

Autor/inn/en	Glas, Katharina; Dittmar, Patricia; Allendes, Paz
Titel	Guided by Images--Chilean Novice Teachers' Visions of Themselves
Quelle	In: ELT Journal, 75 (2021) 4, S.451-459 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glas, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab021
Schlagwörter	Imagery; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Learning Motivation; Teaching Methods; Learning Processes; Beginning Teachers; Self Concept; Visualization; Role; Instructional Innovation; Teacher Orientation; Language Teachers; Professional Identity; Chile + Suchen Sie Ihr Suchwort? Metaphorik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Junior teacher; Junglehrer; Selbstkonzept; Visualisation; Visualisierung; Rollen; Educational Innovation; Bildungsinnovation; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Language teacher; Sprachunterricht
Abstract	Mental imagery of 'future selves' is considered a powerful means for motivating learners, and also teachers, whose own motivation is an important basis for the creation of engaging teaching-learning environments. This multiple case study accompanied Chilean novice teachers of English over 18 months and explores the use of visualizations of teacher selves as a reflection tool in early career development. What images of themselves and their classroom environments do novice teachers create when prompted to visualize themselves as 'motivating teachers'? What role do these visualizations play in supporting novice teachers in implementing methodological innovations? And do novice teachers value the use of visualizations? Two contrasting cases demonstrate variability in the evolution of visions, and illustrate how these can fulfil different roles in assisting teachers during their induction phase. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01