Literaturnachweis - Detailanzeige
Autor/in | Liu, Yongcan |
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Titel | Situated Teacher Learning as Externalising and Mobilising Teachers' Tacit Knowledge through Talk in a Language Teacher Professional Community |
Quelle | In: Research Papers in Education, 34 (2019) 3, S.330-351 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0267-1522 |
DOI | 10.1080/02671522.2018.1452956 |
Schlagwörter | Situated Learning; Language Teachers; Learning Processes; Teacher Attitudes; Creativity; Group Discussion; Interaction; Knowledge Level; Teacher Education; Secondary School Teachers; Foreign Countries; Student Teachers; Teaching Methods; Meetings; Communities of Practice; Curriculum Implementation; Resistance to Change; Teacher Educators; Expertise; Educational Change; Speech Communication; China Language teacher; Sprachunterricht; Learning process; Lernprozess; Lehrerverhalten; Kreativität; Gruppendiskussion; Interaktion; Wissensbasis; Lehrerausbildung; Lehrerbildung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; Meeting; Tagung; Community; Teacher education; Education; Expert appraisal; Bildungsreform |
Abstract | This paper reports on a study that looks at the micro-processes of teacher learning in a language teacher professional community in China. Following the tradition of ethnomethodology, teacher learning in this paper is conceptualised as interactional accomplishment of negotiation of practice through talk. Based on a purposively selected discourse sample, this paper illustrates the trajectory of how the differences in the understandings of creativity among a small group of language teacher educators (or 'teachers' thereafter) were taken up, talked through and finally resolved (or not). The research demonstrates that teachers' tacit knowledge was distributed among individual members of the professional community where different pedagogical understandings existed. The micro-analysis also shows that teachers' talk created a dialogic space for the participants to externalise and mobilise their tacit knowledge for negotiation. Implications are drawn which point to the importance of creating opportunities for teacher collaboration and teacher talk as part of professional development. (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 | 2020/1/01 |