Teaching as a Social Practice: The Experiences of Two Moroccan Adult Literacy Tutors

Autor/in	Erguig, Reddard
Titel	Teaching as a Social Practice: The Experiences of Two Moroccan Adult Literacy Tutors
Quelle	In: Studies in the Education of Adults, 44 (2012) 1, S.52-69 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Literacy Education; Protocol Analysis; Adult Basic Education; Foreign Countries; Tutors; Adult Literacy; Ethnography; Case Studies; Teacher Characteristics; Interviews; Observation; Teacher Education; Teacher Salaries; Teaching Conditions; Teacher Motivation; Teaching Methods; Educational Policy; Adult Educators; Reading Teachers; Morocco + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Ausland; Förderlehrer; Lehrender; Tutor; Ethnografie; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Lehrerausbildung; Lehrerbildung; Lehrerbesoldung; Lehrervergütung; Lehrbedingungen; Unterrichtsbedingungen; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Marokko
Abstract	This article offers an ethnographic case study of two Adult Basic Education (ABE) teachers' characteristics and their literacy instruction. It draws on the New Literacy Studies tradition and used ethnographic tools (in-depth interviews, classroom observation and the think-aloud protocol) to explore the characteristics of two ABE teachers and examine the ways in which their knowledge, ABE beliefs and the contexts where they work are translated into their literacy instruction. The results indicate that despite these teachers' limited training and financial reward, unfavourable working conditions, differences in their motives and pedagogical orientations, they are highly motivated and strongly committed to the success of their adult literacy instruction mission. These findings suggest that the people in charge in Morocco should capitalise on ABE teachers' positive attitudes in order to enhance adult literacy instruction and learning. (Contains 2 tables.) (As Provided).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/academic-journals/studies#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10