Literaturnachweis - Detailanzeige
Autor/inn/en | Glas, Katharina; Dittmar, Patricia; Allendes, Paz |
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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 |
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 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 |