Bringing Languages to Life: A Longitudinal Study of the Development of Creative Practice in Student Teachers of Modern Languages

Autor/in	Hulse, Bethan
Titel	Bringing Languages to Life: A Longitudinal Study of the Development of Creative Practice in Student Teachers of Modern Languages
Quelle	In: Power and Education, 10 (2018) 1, S.25-39 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743817748664
Schlagwörter	Creative Teaching; Teaching Methods; Language Teachers; Modern Languages; Second Language Learning; Second Language Instruction; Student Teachers; Teacher Education Programs; Longitudinal Studies; Student Teacher Attitudes; Alienation; Professional Identity; Social Theories; Ethnography; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entfremdung; Gesellschaftstheorie; Ethnografie; Ausland; Großbritannien
Abstract	This article reports the findings of a longitudinal study exploring the process of learning to teach modern languages in the changing landscape of teacher education. It employs a postmodern critical ethnographic methodology to examine the experiences of a group of student teachers over the course of a one-year postgraduate teacher education programme in England. The focus is on how experiences in university and in school encourage or discourage the development of creativity. The schools inspectorate, Ofsted, is critical of lifeless teaching which fails to inspire young people to learn languages. However, the pressures of 'performative' requirements act as a discouragement to creativity. The data indicates that whilst student teachers express a desire to be more creative, they find it difficult to implement their ideas in school. A post-structuralist analysis of Marx's theory of alienation is employed to argue that the early formation of professional identity is a process of acquiescence to oppressive external structures over which individuals have no control. The study concludes that it is possible to create spaces where the temporary suspension of alienation can allow individuals to put life back into language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01