Understanding the World of Teaching: English Teaching Assistants' Journey to Role Realization

Autor/inn/en	Gube, Jan C.; Phillipson, Sivanes
Titel	Understanding the World of Teaching: English Teaching Assistants' Journey to Role Realization
Quelle	In: Journal of Research in Education, 21 (2011) 2, S.133-156 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Foreign Countries; English Instruction; English (Second Language); Teaching Assistants; Teacher Role; Role Perception; Pedagogical Content Knowledge; Data Collection; Research Methodology; Cultural Differences; Cognitive Style; Teaching Conditions; Work Environment; Professional Development; Credibility; Readiness; Teacher Education; Focus Groups; Semi Structured Interviews; Questionnaires; Data Analysis; Expectation; Knowledge Level; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English langauage lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerrolle; Role conception; Rollenverständnis; Pädagogische Kompetenz; Data capture; Datensammlung; Research method; Forschungsmethode; Kultureller Unterschied; Cognitive styles; Kognitiver Stil; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu; Glaubwürdigkeit; Lehrerausbildung; Lehrerbildung; Fragebogen; Auswertung; Expectancy; Erwartung; Wissensbasis; Hongkong
Abstract	This study explored the role realization journey of 11 English Teaching Assistants (ETAs) in Hong Kong. Their journey is framed through the lenses of Shulman's (1987) teaching elements of content pedagogical knowledge, knowledge of learners and their characteristics, and knowledge of educational contexts. Data from four different inquiry methods were analyzed and triangulated to map out the journey of the ETAs. During this journey, the ETAs were faced with demands for content knowledge and teaching whilst encountering educational and cultural differences in terms of students' learning styles and working environment. The ETAs perceived these experiences as shaping their role as supportive teachers, but hoped for structured professional development to enhance their preparedness and credibility--an implication for teaching assistant training. Fundamentally, the ETAs' readiness to embrace their role as teaching assistants through the many faces of culture, experiences and challenges surmounts their journey to understand the world of teaching. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01