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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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| 22 |
日本語教育実習における実習生の学びと変化 : 日本語教師養成講座の改善にむけて ; The Learning and Change of Teacher Trainees during Japanese Language Education Training : Toward Improving the Teacher Training Program
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| 23 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 24 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 28 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 29 |
Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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| 30 |
A Hard Time Seeing the Relevance: Race and Discourse Identity in Language Teacher Preparation
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In: International Journal of Literacy, Culture, and Language Education; Vol. 2 (2022): Special Issue: Language Weaponization in Society and Education; 20-38 ; 2642-4002 (2022)
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| 31 |
Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment
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In: Journal of Culture and Values in Education, 2020, Vol. 3, No. 2, pp. 100-119. (2022)
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| 32 |
"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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| 33 |
Teacher Without Teaching: school and teacher project for special education (1996-2016) ; Professor Sem Ensino: projeto de escola e professor para educação especial (1996-2016)
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In: Educação & Realidade [Education & Reality]; Vol. 46 No. 3 (2021) ; Educação & Realidade; v. 46 n. 3 (2021) ; 2175-6236 ; 0100-3143 (2022)
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Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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| 35 |
Erinnerung und kulturelle Bildung : interdisziplinäre Perspektiven auf Geschichtskultur und zukunftsfähiges schulisches Lernen.
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Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
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In: Certificate of Advanced Studies (CAS) in Literacy (2022)
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| 37 |
Connecting the “Real-World” to the Math Classroom: Implementing Professional Development for Mathematical Modeling
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In: Northwest Journal of Teacher Education (2022)
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| 38 |
Hard work / workload: discursive constructions of teacher work in policy and practice
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In: 1 ; 16 (2022)
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Abstract:
This is an accepted manuscript of an article published by Taylor & Francis in Teachers and Teaching on 12/04/2022, available online: https://doi.org/10.1080/13540602.2022.2062741 The accepted version of the publication may differ from the final published version. ; This paper explores contradictory constructions of teacher work across policy discourse and professional practice. It draws from a corpus-assisted critical discourse analysis of 363 political speeches published on England’s Department for Education website between 2010 and 2018, and qualitative interviews with two executive leaders working in English primary academy schools. Findings indicate a contradiction in the way that teacher work was constructed by government ministers, with hard work constructed positively as leading to improved educational outcomes, but workload negatively constructed as a problem which needed to be solved. This contradiction was echoed in school leaders’ discursive constructions of teacher work. Extending previous research on teacher workload, I raise the possibility that it is not only workload, but the requirement to navigate contradictory discursive constructions of teacher work which may cause damage to teachers’ professional identities. ; Published online
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Keyword:
conservative; discourse analysis; education policy; teacher workload
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URL: http://hdl.handle.net/2436/624737
https://doi.org/10.1080/13540602.2022.2062741
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| 39 |
Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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