Literaturnachweis - Detailanzeige
| Autor/inn/en | Morrison, Brian R.; Navarro, Diego |
|---|---|
| Titel | Shifting roles: From language teachers to learning advisors. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, 40 (2012) 3, S. 349-359 |
| Beigaben | Literaturangaben; Grafiken 2; Tabellen 1 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Selbsteinschätzung; Lehrerausbildung; Lehrerfortbildung; Lehrerrolle; Lernberatung; Japan |
| Abstract | Although learning advisors are often qualified teachers, the skills they apply, require a significant shift in approach regarding interaction with students. As teachers reorient themselves to advising, their role changes quite markedly from teaching language to advising on learning. This challenging move requires professional development training to support and ease the shift in professional roles. As part of the professional development for advisors at Kanda University of International Studies (KUIS) in Japan, advisors undertake a series of 'observations' where they record and reflect on advising sessions. An analysis of these reflections was undertaken with a view to identifying common themes which provide important insights and practical implications for teachers considering advising and those involved in professional development for educators. The findings of the study show that the skills most commonly referred to are goal-setting, guiding, questioning and attending. A further skill of negotiation of meaning was also observed as being important in successful advising sessions. A greater understanding of these skills can inform language teachers who take on learning advisor roles. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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