Teacher learning by script.

Autor/in	Reeves, Jenelle
Titel	Teacher learning by script.
Quelle	In: Language teaching research, 14 (2010) 3, S. 241-258Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Anmerkungen 2; Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688
Schlagwörter	Empirische Forschung; Fallstudie; Lehrer; Lehrerausbildung; Methodik; Fremdsprachenunterricht; Englischunterricht; Erfahrungsbericht
Abstract	Scripted instruction (SI) programs, which direct teachers to teach, even to talk, from a standardized written script, are roundly criticized for inhibiting teacher creativity and teacher learning. In fact, such programs utilize scripting for exactly that reason: to reduce teacher interference with (and presumed weakening of) the prescribed curriculum and its delivery. Yet, two teachers in the presented 18-month study reported learning much about language and language teaching from scripted instruction programs. Through a sociocultural lens, the article explores how an instructional program so widely decried as de-professionalizing instead became a catalyst for these teachers' professional growth. Exploring the teachers' reasoning about adopting the program and their day-to-day experiences teaching by script yielded new insight into how the language teachers used the script as a meditational tool for their own teacher learning. These teachers' cases underscore the need for formal teacher education to articulate with how teachers learn and to advance teacher development toward adaptive teaching expertise. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3