Three Foreign Language Student Teachers' Experiences with Content-Based Instruction: Exploring the Identity/Innovation Interface

Autor/in	Martel, Jason
Titel	Three Foreign Language Student Teachers' Experiences with Content-Based Instruction: Exploring the Identity/Innovation Interface
Quelle	In: Innovation in Language Learning and Teaching, 12 (2018) 4, S.303-315 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2016.1211134
Schlagwörter	Second Language Instruction; Second Language Learning; Teaching Methods; Course Content; Self Concept; Instructional Innovation; Teacher Education Programs; Professional Identity; Language Teachers; Student Teaching; Placement; Student Attitudes; Teacher Certification; Socialization + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Selbstkonzept; Educational Innovation; Bildungsinnovation; Language teacher; Sprachunterricht; Teaching practice; Unterrichtspraxis; Betriebspraktikum; Praktikum; Schülerverhalten; Socialisation; Sozialisation
Abstract	Following Trent, J. [2014. "Innovation as Identity Construction in Language Teaching and Learning: Case Studies from Hong Kong." "Innovation in Language Learning and Teaching" 8 (1): 56-78], the present study used identity as the unit of analysis for examining three foreign language student teachers' experiences with content-based instruction (CBI) during their teacher preparation program. With teacher socialization as its primary theoretical lens, it adds to the limited amount that is currently known about traditional foreign language teachers' identity construction, compared to other second language contexts. Analysis of a variety of data sources (including interviews, digital journals, and post-observation conferences) revealed that participants actively processed what CBI meant to them, were able to implement CBI to varying degrees in their student teaching placements, and expressed a range of aspirations for CBI in their future teaching. These findings confirm Trent, J.'s [2014. "Innovation as Identity Construction in Language Teaching and Learning: Case Studies from Hong Kong." "Innovation in Language Learning and Teaching" 8 (1): 56-78] claim that student teachers require adequate implementation space for validating change-oriented identity positions if desired innovations are to take hold. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01