Looking beyond Teachers' Classroom Behaviour: Novice and Experienced ESL Teachers' Pedagogical Knowledge

Autor/in	Gatbonton, Elizabeth
Titel	Looking beyond Teachers' Classroom Behaviour: Novice and Experienced ESL Teachers' Pedagogical Knowledge
Quelle	In: Language Teaching Research, 12 (2008) 2, S.161-182 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168807086286
Schlagwörter	Knowledge Base for Teaching; Beginning Teachers; Linguistic Input; Pedagogical Content Knowledge; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Education; Language Teachers; Student Attitudes; Classroom Techniques; Teaching Experience; Comparative Analysis + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Junior teacher; Junglehrer; Sprachbildung; Pädagogische Kompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Schülerverhalten; Klassenführung
Abstract	This paper reports a study that examined the categories of pedagogical knowledge (knowledge related to the act of teaching) of novice ESL teachers as gleaned from their verbal reports of what they were thinking about while teaching and compared these categories to those found for experienced teachers in an earlier study (Gatbonton, 1999). The goal was to discover what pedagogical knowledge these learners have internalized after having completed a teacher-training program and how this knowledge compares to that of teachers who have had more experience than they have had. The novice and experienced teachers' pedagogical knowledge were examined specifically in relation to language management (how to handle language input and student output), procedural issues, and handling student reactions and attitudes. The results of the study show that the pedagogical knowledge of novice teachers is comparable to that of experienced teachers in terms of major categories but not in terms of details within these categories. Implications for teacher training are discussed. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10