Literaturnachweis - Detailanzeige
| Autor/inn/en | Moser, Kelly M.; García, Paul A.; Davis-Wiley, Patricia; Hernández, Todd A. |
|---|---|
| Titel | A Survey of World Language Cooperating Teachers: Implications for Teacher Development |
| Quelle | In: Foreign Language Annals, 52 (2019) 4, S.873-890 (18 Seiten)
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| Zusatzinformation | ORCID (Moser, Kelly M.) ORCID (García, Paul A.) ORCID (Davis-Wiley, Patricia) ORCID (Hernández, Todd A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0015-718X |
| DOI | 10.1111/flan.12427 |
| Schlagwörter | Cooperating Teachers; Mentors; Faculty Development; Preschool Education; Elementary Secondary Education; Teacher Shortage; Language Teachers; Second Language Learning; Second Language Instruction; National Surveys; Barriers; Educational Change; Teacher Education |
| Abstract | In an era of long-standing world language teacher shortages, the preservice mentoring process has become even more critical. Using data from a national survey, this study provides a profile of PreK-12 world language cooperating teachers (CTs) and shares their beliefs about and perspectives on the teacher candidates with whom they work, their interactions with postsecondary stakeholders, their reasons for serving as CTs, and the challenges that inhibit the smooth and meaningful induction of new colleagues into the profession. Implications highlight opportunities for reform in world language teacher development. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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