Growing Emerging Researchers in a TESOL Teacher Education Program: Implications for Feedback Practice

Autor/in	Molina, Sarina Chugani
Titel	Growing Emerging Researchers in a TESOL Teacher Education Program: Implications for Feedback Practice
Quelle	In: CATESOL Journal, 32 (2021) 1, S.145-159 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Teacher Education Programs; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Educators; Mentors; Masters Programs; Graduate Students; Psychological Patterns; Student Attitudes; Self Concept; Inquiry; Active Learning; Teacher Researchers; Feedback (Response); Sociocultural Patterns; Learning Theories; Teacher Student Relationship; Diaries; Attitude Change; California (San Diego) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Selbstkonzept; Aktives Lernen; Lehrerforschung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Diary; Tagebuch; Attitudinal change; Einstellungsänderung
Abstract	As teacher educators (TEs), we have a unique and remarkable opportunity to mentor the next generation of teachers. Over the years, our teacher candidates (TCs) have reported a sense of cognitive and affective dissonance while engaging in their culminating master's research requirement as part of a research seminar course. Cognitively, this research study requires knowledge-generation quite different from research they engaged in throughout the program, where they would synthesize and analyze published work in response to a prompt. This knowledge-generation process would often result in challenging previously held assumptions regarding the topic of inquiry through an analysis of authentic data gathered in the field. Many also experience affective dissonance when beliefs about their sense of self as emerging practitioner-researchers are questioned. Some research has examined ways in which to provide deliberate feedback that attunes not only to the TCs' cognitive and affective dimensions but also to where they can be moved in terms of the outer limits of their learning potential. This study examines how the lenses of socio-cultural and constructive-developmental theories can complement TEs in supporting their TCs in navigating the complex task of teacher research and proposes a framework for feedback practice grounded in a person-centered approach that accounts for TC developmental potentialities. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01