Community Languages School Teachers' Pedagogical Habitus in Transition: An Australian Perspective

Autor/inn/en	Yang, Hongzhi; Shen, Hui-Zhong
Titel	Community Languages School Teachers' Pedagogical Habitus in Transition: An Australian Perspective
Quelle	In: International Multilingual Research Journal, 15 (2021) 4, S.346-362 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Hongzhi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1911191
Schlagwörter	Multilingualism; Language Teachers; Community Schools; Teacher Attitudes; Teaching Methods; Case Studies; Teaching Experience; Faculty Development; Educational Change; Foreign Countries; Second Language Learning; Second Language Instruction; Native Language Instruction; Teacher Characteristics; Teacher Certification; Volunteers; Social Capital; Cultural Capital; Dravidian Languages; Chinese; Asian Culture; Authoritarianism; Student Centered Learning; Native Speakers; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Language teacher; Sprachunterricht; Community school; ; Gemeindeschule; Gemeinschaftsschule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Bildungsreform; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Freiwilliger; Sozialkapital; China; Chinesen; Autoritarismus; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Muttersprachler; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	This research investigated Australian community languages school (CLS) teachers' emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had impacted the development of an expanding pedagogical habitus of three overseas-trained CLS teachers. Findings indicated that the teachers' pedagogical habitus could have been shaped by their overall experience and understanding of the diverse contexts. The prior experience of the participants and their new learning from the professional development programs could help enhance and effect a change in their pedagogical habitus in a new educational context. A related finding was that teachers' varied prior experiences and expertise may have determined the extent of their expanding pedagogical habitus in that it enriched (or inhabited) their instructional repertoires, through a process of engagement, reflection, negotiation and integration in a new context. Implications for teacher professional development were also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01