Acknowledgement as a Key to Teacher Learning

Autor/in	de Sonneville, Jenny
Titel	Acknowledgement as a Key to Teacher Learning
Quelle	In: ELT Journal, 61 (2007) 1, S.55-62 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccl045
Schlagwörter	Speech Communication; Professional Development; Microteaching; Protocol Materials; Recognition (Achievement); Self Esteem; Transformative Learning; Resistance to Change; Case Studies; English Teachers + Suchen Sie Ihr Suchwort? Unterrichtsprotokoll; Soziale Anerkennung; Self-esteem; Selbstaufmerksamkeit; Pädagogische Transformation; Case study; Fallstudie; Case Study; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende
Abstract	In this article I introduce the concept of "acknowledgement" and explore the role which it plays in facilitating teacher learning. Acknowledgement is the validation or recognition of the teacher, which comes about when teachers have the space to present their own perceptions of their teaching without judgement. I trace the development of a teacher from resistance to transformation during a series of teacher development activities at our institute. The teacher, Faye, observed a video of herself teaching an English lesson. She then explored her teaching in a series of "cooperative development" conversations. Through having the space to acknowledge herself, she gained the critical self-awareness which led to her learning. I suggest that teachers who wish to collaborate for learning purposes practise creating the non-judgemental space for acknowledgement in learning conversations. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10