Changes to Teachers' Knowledge Base: Do They Make a Difference to Students' Writing Outcomes?

Autor/inn/en	Shi, Leimin; Chen, Honglin
Titel	Changes to Teachers' Knowledge Base: Do They Make a Difference to Students' Writing Outcomes?
Quelle	In: Australian Review of Applied Linguistics, 43 (2020) 1, S.4-28 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shi, Leimin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Knowledge Base for Teaching; Communicative Competence (Languages); Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Writing Skills; College Curriculum; Writing Instruction; Linguistics; Teaching Methods; Teacher Workshops; Faculty Development; Teacher Attitudes; Comparative Analysis; Writing Improvement; Outcomes of Education; Nonmajors; Undergraduate Students; Required Courses; Pedagogical Content Knowledge; China + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Writing skill; Schreibfertigkeit; Schreibunterricht; Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lernleistung; Schulerfolg; Pflichtkurs; Pädagogische Kompetenz
Abstract	In China, since 2004, developing students' overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers' knowledge base related to teaching writing may impact their students' writing outcomes. Six experienced teachers were introduced to a SFL (Systemic Functional Linguistics)-informed genre approach and subsequently trialled this pedagogy in practice. Through pre-and post-workshop interviews and classroom observations, changes in teachers' knowledge base were investigated. In each observed class, two writing samples produced by students were collected. The findings of changes in the teachers' knowledge base were compared with possible changes emerging in their students' writing products. The results of the comparison reveal that, corresponding to positive changes evidenced in the teachers' knowledge base, the majority of the students made improvements in their writing products. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01