Literaturnachweis - Detailanzeige
Autor/in | Grassick, Laura |
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Titel | Supporting the Development of Primary In-Service Teacher Educators |
Quelle | In: ELT Journal, 73 (2019) 4, S.428-437 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-0893 |
DOI | 10.1093/elt/ccz036 |
Schlagwörter | English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Educators; Educational Change; Curriculum Development; Foreign Countries; Elementary School Teachers; Pedagogical Content Knowledge; Teacher Attitudes; Teaching Experience; Instructional Innovation; Vietnam English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lehrerverhalten; Educational Innovation; Bildungsinnovation |
Abstract | English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants' understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted. (As Provided). |
Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |