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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 2 Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports Stump , Megan. - 2020 BASE Show details 3 Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation Bowen, Diana Leigh. - 2019 BASE Show details 4 A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS Ditter, Margaret. - 2019 Abstract: This case study examines the identity development of two preservice world language teachers during student teaching, and the role that mentor teachers play in their identity formation. Using situated learning theory and symbolic interactionism as complementary theoretical lenses, this study adds to the limited work on world language teacher identity development and the ways in which mentor teachers impact this development. Data sources include interviews with preservice and mentor teachers, classroom observations, and observations of coaching sessions between preservice world language teachers and their mentors. Findings from this study indicate that the preservice teachers were afforded opportunities to develop and take on a world language teacher perspective during student teaching and their assuming of this perspective supported their negotiation and formation of their identities as teaching professionals. Moreover, consistent with the literature on the identity development of preservice teachers, this study also illustrates that the negotiation of their identity-shaping experiences enabled them to gain confidence and become respected authority figures in the classroom. Lastly, expanding our understanding of previous scholarship on language teacher identity, the current study revealed that mentor teachers provided the preservice teachers with opportunities to form their identities in four key ways: by giving the preservice teachers autonomy, offering them support, transferring authority to them, and sharing ownership of the class. This study builds upon previous findings and provides a unique perspective and contribution to the literature expanding our understanding of mentoring and identity construction directly to the world language field, while identifying the critical impact that mentor teachers have on the identity development of preservice teachers. This study provides implications for preservice world language teacher education and offers guidelines for improving the selection and training of mentor teachers, as well as for enhancing preservice teachers’ professional identity and increasing teacher retention. Teacher educators have the opportunity to support the continued language skill development of preservice teachers and build the confidence they need to be language teachers. Ultimately, this dynamic relationship will encourage preservice teachers to acquire their own unique identity positions in ways that have the potential to improve the state of language teaching. Keyword: identity development; mentoring; preservice teachers; student teaching; Teacher education; world languages URL: https://doi.org/10.13016/693v-idfw http://hdl.handle.net/1903/25475 BASE Hide details 5 UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY Nolan, Edward Charles. - 2019 BASE Show details 6 STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM Palmer, Leslie. - 2018 BASE Show details 7 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 8 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 9 TEACHERS’ PERCEPTIONS OF THE IMPACT OF iPAD© USE IN THE CLASSROOM ON THEIR INSTRUCTIONAL PRACTICE Wood II, Rick P.. - 2017 BASE Show details 10 INTENTIONAL IMPLEMENTATION: A SELF-STUDY EXAMINING AND EVALUATING INSTRUCTIONAL IMPLEMENTATION OF DIGITAL TOOLS TO FOSTER ACADEMIC WRITING IN THE ENGLISH SECONDARY CLASSROOM Alcoser, Michelle Elaine. - 2017 BASE Show details 11 THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS Green, Amy Elizabeth. - 2017 BASE Show details 12 IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES. Sharp, Steven Kary. - 2017 BASE Show details 13 KOREAN PRE-SERVICE TEACHERS’ BELIEFS ABOUT SECOND LANGUAGE PEDAGOGY IN THE CONTEXT OF GOVERNMENT MANDATED EDUCATIONAL REFORMS: A MIXED-METHODS STUDY Hwang, Suh Young. - 2017 BASE Show details 14 INCLUSION AS A REFORM: HOW SECONDARY GENERAL EDUCATORS MAKE SENSE OF AND ENACT THEIR ROLES AS TEACHERS OF STUDENTS WITH DISABILITIES Stefanski, Amanda. - 2014 BASE Show details 15 A Case Study on A Cross-Context Asynchronous Online Writing Tutorial: The Mediated Learning Process for U.S.-Based Tutors and L2 Writers in Taiwan Chen, Pei-Jie. - 2014 BASE Show details 16 The Lived Experience of Beginning Teachers Defining their Pedagogical Way of Being Frank, Nathan. - 2013 BASE Show details 17 PRACTITIONER-RESEACH AS DISSERTATION: EXPLORING THE CONTINUITIES BETWEEN PRACTICE AND RESEARCH IN A COMMUNITY COLLEGE ESL CLASSROOM Jain, Rashi. - 2013 BASE Show details 18 PROSPECTIVE ELEMENTARY TEACHERS' LEARNING TO EDUCATE ENGLISH LEARNERS IN A TEACHER EDUCATION PROGRAM: A CASE STUDY Daniel, Shannon Mary. - 2012 BASE Show details 19 A Quest to Prepare All English Language Teachers for Diverse Teaching Settings: If Not Us, Who? If Not Now, When? Selvi, Ali Fuad. - 2012 BASE Show details 20 Breaking the Cycle of Hate: A Phenomenological Study of Teachers' Lived Experiences as Both Other and Otherer Mojto, Alison Laurie Milofsky. - 2009 BASE Show details

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