Graduate Student Teacher Voices: Perception of and Apprenticeship in Multiliteracies-Oriented Teaching

Autor/in	Hashemi, Tara
Titel	Graduate Student Teacher Voices: Perception of and Apprenticeship in Multiliteracies-Oriented Teaching
Quelle	(2020), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Graduate Students; Student Teachers; Teaching Methods; Multiple Literacies; Feedback (Response); French; Professionalism; Literacy Education; Second Language Learning; Second Language Instruction; Language Teachers; Faculty Development; German; Spanish; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Professionalität; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Deutscher; Spanisch
Abstract	In Chapter 4, Tara Hashemi examines Graduate Student Teachers' (GSTs') perceptions of their professionalization in FL programs which have adopted a literacy-based approach to teaching French in the United States. Findings show that while some clear efforts are being made by language program directors to provide GSTs with a large panoply of tools, GSTs wish they had more opportunities for direct and personalized feedback on their teaching as well as more demonstrations of concrete lessons in which the concepts of the literacy-based framework are instantiated. It cannot be expected that GSTs will understand and apply complex notions of the multiliteracies framework and multiliteracies pedagogy without relevant, adapted, and ongoing professional development. [For the complete volume, "Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century," see ED608931.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01