Teaching Literature/Reading: A Dialogue on Professional Growth

Autor/inn/en	Fonder-Solano, Leah; Burnett, Joanne
Titel	Teaching Literature/Reading: A Dialogue on Professional Growth
Quelle	In: Foreign Language Annals, 37 (2004) 3, S.459-469 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
Schlagwörter	Teacher Attitudes; College Faculty; Literature; French; Second Language Instruction; Beliefs; Teaching Methods; Spanish; Critical Thinking; Professional Development; Latin American Literature + Suchen Sie Ihr Suchwort? Lehrerverhalten; Fakultät; Literatur; Französisch; Fremdsprachenunterricht; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Kritisches Denken
Abstract	From 1999 to 2002, two university professors, one trained in language education and French and the other in Hispanic literature, undertook a comparative qualitative study of their parallel third-year reading course. Using a variety of data sources, most importantly extensive interviews, they documented their teaching beliefs, practices, and perceptions of themselves and each other. The results report conceptual and curricular changes and the implementation of new ideas in classroom practice. In engaging in critical inquiry and dialogue about their professional lives, these two seasoned teachers add to the growing body of teachers' stories. This study also meaningfully addresses the issue of professional regard between literature and language education faculty. (Author).
Anmerkungen	American Council on the Teaching of Foreign Languages, 700 S. Washington St., Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10