Initial English Language Teacher Education: The Effects of a Module on Teacher Research

Autor/inn/en	Banegas, Darío Luis; Consoli, Sal
Titel	Initial English Language Teacher Education: The Effects of a Module on Teacher Research
Quelle	In: Cambridge Journal of Education, 51 (2021) 4, S.491-507 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banegas, Darío Luis) ORCID (Consoli, Sal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1876840
Schlagwörter	Action Research; Student Teacher Attitudes; Preservice Teacher Education; Teacher Education Programs; Second Language Instruction; Second Language Learning; English (Second Language); Language Teachers; Foreign Countries; Teacher Educators; Teacher Collaboration; Academic Advising; Diaries; Assignments; Research Proposals; Group Discussion; Professional Identity; Language Proficiency; Feedback (Response); Reflection; Units of Study; Argentina + Suchen Sie Ihr Suchwort? Projektforschung; Lehramtsstudiengang; Lehrerausbildung; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Teacher education; Education; Lehrerbildung; Lehrerkooperation; Akademischer Rat; Diary; Tagebuch; Assignment; Auftrag; Zuweisung; Forschungsgegenstand; Gruppendiskussion; Language skill; Language skills; Sprachkompetenz; Lerneinheit; Argentinien
Abstract	Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a self-contained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, 'Research in English Language Teaching', ran from March-November 2018. It was led by a teacher educator based in Argentina and a UK-based colleague who acted as an external academic advisor. Drawing on qualitative research, data collection strategies included: the tutor's journal; student-teachers' journals; assignments; research proposals; report drafts; presentations; group discussions; interactions between the tutors; and end-of-course interviews. The findings show that the module had a positive effect on student-teachers' identity, their English language proficiency, and the role of reflection in feedback processes. The student-teachers appreciated teacher research as reflective practice and as a source of professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01