Departmental Culture and Professional Development in the Context of Language Programme Reform

Autor/in	Sánchez-Naranjo, Jeannette
Titel	Departmental Culture and Professional Development in the Context of Language Programme Reform
Quelle	In: Language, Culture and Curriculum, 35 (2022) 2, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sánchez-Naranjo, Jeannette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1960855
Schlagwörter	Faculty Development; Educational Change; Outcomes of Education; Second Language Learning; Second Language Instruction; Language Teachers; College Second Language Programs; Curriculum Development; Departments; Sociocultural Patterns; Learning Theories; Pedagogical Content Knowledge; Teaching Methods; Spanish; Communities of Practice; College Faculty; Teaching Assistants; Modern Languages; Graduate Students; Teacher Workshops; Scaffolding (Teaching Technique); Teacher Collaboration; Professional Autonomy + Suchen Sie Ihr Suchwort? Bildungsreform; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Department; Abteilung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Community; Fakultät; Gegenwartssprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerkooperation; Berufsfreiheit
Abstract	Recent scholarship in professional development (PD) has advocated for solid conceptual frameworks and understanding of the complex process involved in how language educators may continue to develop and fulfil the current challenging teaching demands. However, specific relationships underlying departmental cultures and how language educators relate to professional development activities are not completely understood, particularly in large programmes implementing curricular reforms. This paper reports on the outcomes of a PD programme framed within three main notions of sociocultural theory (learning by doing, scaffolding and collaboration) and designed to support a language programme reform in higher education in the United States. Drawing from observation and PD programme data, findings indicate that beyond the expertise and open spaces to participate, language educators need to be engaged in content meaningful to them and manageable within the context of their second language teaching practices. The embeddedness of individual acts of both teaching and reflection about it becomes the bedrock for significant PD and is fundamental to transform language teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01