A Teaching Narrative: My Growth as a Foreign Language Educator through Teaching Diaries

Autor/in	Porto, Melina
Titel	A Teaching Narrative: My Growth as a Foreign Language Educator through Teaching Diaries
Quelle	In: Journal of Further and Higher Education, 32 (2008) 3, S.185-206 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	Stellungnahme; Foreign Countries; Language Teachers; Teacher Attitudes; Student Reaction; Diaries; Reflective Teaching; Academic Freedom; Classroom Techniques; Teacher Expectations of Students; Argentina + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerkritik; Diary; Tagebuch; Akademische Freiheit; Klassenführung; Argentinien
Abstract	The aim of this paper is to share my perceptions and reflections on the experience of introducing elements of autonomy in a constrained educational setting in Argentina. I recorded these perceptions in teaching diaries written weekly after each class for the academic year 2005 (over 35 weeks). These teaching diaries are part of a larger, long-term, qualitative action-research study aimed at introducing some elements of autonomy in my University-based classroom for the first time, and diary writing as a vehicle for channelling my reactions to the innovation. The teaching diaries portray my feelings, emotions, values, and beliefs and offer testimony of my professional growth as I struggled to modify my classroom practices to make my teaching more responsive to my beliefs about good pedagogy within the constraints at my University. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10