A Model of Expertise: A Case Study of a Second Language Teacher Educator

Autor/in	Asaba, Mayumi
Titel	A Model of Expertise: A Case Study of a Second Language Teacher Educator
Quelle	In: TESL-EJ, 21 (2018) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Curriculum Design; Expertise; Teacher Educators; Observation; Masters Programs; College Faculty; Teacher Attitudes; Student Attitudes; Graduate Students; Applied Linguistics; Foreign Countries; Semi Structured Interviews; Asia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrplangestaltung; Expert appraisal; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Beobachtung; Magister course; Magisterstudiengang; Fakultät; Lehrerverhalten; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Linguistics; Linguistik; Angewandte Linguistik; Ausland; Asien
Abstract	This study investigates the characteristics of an L2 expert teacher educator. The expert participant was selected based on the criteria suggested by educational expertise studies: years of teaching experience, high reputation among multiple constituencies, and evidence of impact on student performance. The data collection included observations, interviews, and artifacts. The observations took place in a Master's course at an American university in Asia. I conducted interviews with the focal participant, his three students, and a colleague. The evidence reveals a developmental process of expertise that includes reflecting, reading, writing, and sharing through teaching and publishing. One of the synthesized products of this process, his framework for curriculum design, is described in relation to his expertise. His practice is characterized by his manner in reasoning, engaging tasks, and supporting other researchers thereby contributing to the academic community. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01