A Catalyst of Change: A Graduate Student's Perspectives on Transformational Teaching

Autor/inn/en	Lê, Ni-La; Hinestroza, José Martínez; Kraus, Erika B.; Hassan, Azad; Plough, India C.
Titel	A Catalyst of Change: A Graduate Student's Perspectives on Transformational Teaching
Quelle	In: FIRE: Forum for International Research in Education, 5 (2019) 2, S.97-119 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Change Agents; Graduate Students; Student Attitudes; Transformative Learning; Teacher Researchers; Fellowships; Reflective Teaching; Second Language Instruction; French; College Faculty; Teaching Methods; State Universities; Student Development; Michigan + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Pädagogische Transformation; Lehrerforschung; Fellowship; Stipendium; Fremdsprachenunterricht; Französisch; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Staatliche Universität
Abstract	This article interprets teachers as change agents in light of the Transformational Teaching (TT) framework (Slavich & Zimbardo, 2012). Contributing to the understanding of teachers' transformation, we report on a case study that explores how of a graduate student's conceptualization of and engagement with the core methods of TT emerged and developed through her teaching in the context of a locally situated Cultures and Languages Across the Curriculum program. The analysis offers three findings. First, the core methods of TT are evidenced in the teacher's practice. Second, specific program specifications facilitated her engagement with TT. Third, she was motivated to make changes in her teaching toward TT. We argue that the interaction among context, students, teaching practice and systematic reflection opportunities may act as a catalyzer of change in teachers' understanding and engagement with TT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01