Narrative Inquiry: Preservice Teachers' Understanding of Teaching English Learners

Autor/in	Pu, Chang
Titel	Narrative Inquiry: Preservice Teachers' Understanding of Teaching English Learners
Quelle	In: AILACTE Journal, 9 (2012), S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-9009
Schlagwörter	Teaching Methods; Preservice Teacher Education; Teacher Education Programs; Second Language Learning; Language Proficiency; English Instruction; Preservice Teachers; English Language Learners; Student Teacher Attitudes; Narration; Personal Narratives; Inquiry; Thematic Approach; Educational Environment; Beliefs; Accessibility (for Disabled); Educational Experience + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; English langauage lessons; Englischunterricht; Erlebniserzählung; Themenzentrierter Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Belief; Glaube; Accessibility; Zugänglichkeit; Bildungserfahrung
Abstract	Informed by the narrative inquiry approach (Connelly & Clandinin, 1990), this qualitative study examined preservice teachers' narratives to investigate what they think, know, and believe in teaching English learners. Beyond just telling stories, narrative structures and meanings were examined with the goal of gaining insight of the preservice teachers' formulation of critical elements in teaching English learners. Five themes emerged from analysis of the narratives including: home language assumptions; schooling environment; English language proficiency; ESL accommodations; and critical awareness. Additionally, the analysis recognized that the preservice teachers' narratives positioned their identity, and reproduced a dominant middle-class view of learning. It further affirms that knowledge of teaching strategies, although important, is insufficient to help preservice teachers develop the sensitivities and dispositions to work with ESL students. This article also specifies areas for further investigation of preparing teachers of English learners and the use of narrative inquiry in teacher education programs. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10