Literaturnachweis - Detailanzeige
Autor/inn/en | Lee, Kent K.; Abbott, Marilyn L. |
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Titel | Knowledge Co-Construction in Professional Reading Group Discussions |
Quelle | In: ELT Journal, 75 (2021) 4, S.471-481 (11 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Lee, Kent K.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-0893 |
DOI | 10.1093/elt/ccab025 |
Schlagwörter | Longitudinal Studies; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Faculty Development; Journal Articles; Audio Equipment; Knowledge Level; Group Discussion; Educational Environment; Peer Relationship; Evidence Based Practice; Educational Needs; Teacher Attitudes Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Journal article; Zeitschriftenaufsatz; Audio-CD; Wissensbasis; Gruppendiskussion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Educational need; Bildungsbedarf; Lehrerverhalten |
Abstract | As part of our longitudinal study of TESOL instructors' engagement with peer-reviewed journal articles in professional reading groups, we examined the processes involved in knowledge co-construction in three group discussions. Audio-recordings of the discussions were analysed using process coding to identify the quality and quantity of the group members' (n = 18) contributions and the processes of knowledge co-construction. Findings revealed that the group members' contributions were characterized by 16 different language functions. The most commonly used functions, agreeing, elaborating and sharing experiences, strengthened group rapport and promoted a positive learning environment. All 16 language functions contributed to the processes of introducing, developing, crystallizing, combining, and creating knowledge that stimulated innovative evidence-informed practices. An awareness of the processes of knowledge-co-construction and their potential to address professional learning and development needs may encourage teachers to engage in autonomous reading groups and support them in the creation of innovative next practices. (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 |