Literaturnachweis - Detailanzeige
Autor/inn/en | Gleeson, Margaret; Davison, Chris |
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Titel | A Conflict between Experience and Professional Learning: Subject Teachers' Beliefs about Teaching English Language Learners |
Quelle | In: RELC Journal: A Journal of Language Teaching and Research, 47 (2016) 1, S.43-57 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-6882 |
DOI | 10.1177/0033688216631221 |
Schlagwörter | Secondary Schools; Secondary School Students; Foreign Countries; Professional Development; Beliefs; Secondary School Teachers; Teacher Attitudes; Teaching Experience; English Language Learners; English (Second Language); Academic Achievement; Expertise; Case Studies; Interviews; Questionnaires; Teacher Education; Teacher Education Programs; Preservice Teachers; Inservice Education; Pedagogical Content Knowledge; Teaching Methods; Australia Sekundarschule; Sekundarschüler; Ausland; Belief; Glaube; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Expert appraisal; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Fragebogen; Lehrerausbildung; Lehrerbildung; Berufsbegleitende Ausbildung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Australien |
Abstract | Secondary schools in Australia have long benefited from state policies aiming to increase the academic success of English language learners (ELLs). Complementary pre-service and in-service teacher education programmes have been implemented to raise the expertise of subject teachers who teach ELL students. However, subject teachers may not be receptive to learning from such programmes. This article explores the attitudes, knowledge and skills of Australian secondary teachers from schools with high numbers of ELL students. Six cases were drawn from a multiple case study investigating how teachers described their understandings about teaching ELLs, and how these understandings developed. Qualitative data were gathered using interviews and a questionnaire that prompted participants to reflect on their theories and practices relating to ELLs. These data were coded thematically, and then analysed according to Davison's (2001) conception that professional learning occurs only when dissonance disrupts a teacher's existing beliefs. Findings suggest that teachers' repertoires developed primarily through classroom experience and teachers did not readily accept professional learning outside their existing epistemology. This raises questions about how in-service and initial teacher education might generate the necessary dissonance for professional learning. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |