Belief and Knowledge Construction among Modern Foreign Language Teacher Trainees

Autor/in	Cooke, Adam
Titel	Belief and Knowledge Construction among Modern Foreign Language Teacher Trainees
Quelle	In: Language Learning Journal, 49 (2021) 6, S.725-739 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1666909
Schlagwörter	Student Attitudes; Preservice Teachers; Teacher Education Programs; Second Language Learning; Second Language Instruction; Modern Languages; Language Teachers; Pedagogical Content Knowledge; Grammar; Learning Theories; Linguistic Theory; Teaching Methods; Teacher Educators; Student Placement; Practicums; Attitude Change; Transformative Learning; Peer Influence; Teaching Experience; Learning Experience; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Gegenwartssprache; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Grammatik; Learning theory; Lerntheorie; Linguistische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Schülerpraktikum; Practicum; Praktikum; Praktika; Attitudinal change; Einstellungsänderung; Pädagogische Transformation; Lernerfahrung; Ausland
Abstract	There has recently been much criticism, at government level, of the role of universities on the training of teachers in the UK. This paper investigates the effects of an initial teacher education programme (ITE) at a higher education institution (HEI) on trainee modern foreign language teachers. Seven modern foreign language trainees teachers were interviewed in order to explore the evolution of their beliefs about language teaching and pedagogical content knowledge, with a focus on grammar during their engagement with a 10-month ITE programme, in the UK. Findings report on the transformative role that learning theories and, secondly subject specific second language acquisition theory, may have in shaping knowledge construction and how this may influence pedagogy. They furthermore highlight the influence of the HEI tutor, fellow trainees and professionals in the school teaching placement in the construction of trainee knowledge and beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01