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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
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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
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3
Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation
Bowen, Diana Leigh
. - 2019
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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
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5
UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY
Nolan, Edward Charles
. - 2019
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6
STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM
Palmer, Leslie
. - 2018
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7
TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT
McCall, Aundrea
. - 2018
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8
BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION
Albro, Jennifer
. - 2017
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9
TEACHERS’ PERCEPTIONS OF THE IMPACT OF iPAD© USE IN THE CLASSROOM ON THEIR INSTRUCTIONAL PRACTICE
Wood II, Rick P.
. - 2017
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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
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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
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12
IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES.
Sharp, Steven Kary
. - 2017
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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
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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
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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
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16
The Lived Experience of Beginning Teachers Defining their Pedagogical Way of Being
Frank, Nathan
. - 2013
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17
PRACTITIONER-RESEACH AS DISSERTATION: EXPLORING THE CONTINUITIES BETWEEN PRACTICE AND RESEARCH IN A COMMUNITY COLLEGE ESL CLASSROOM
Jain, Rashi
. - 2013
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18
PROSPECTIVE ELEMENTARY TEACHERS' LEARNING TO EDUCATE ENGLISH LEARNERS IN A TEACHER EDUCATION PROGRAM: A CASE STUDY
Daniel, Shannon Mary
. - 2012
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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
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20
Breaking the Cycle of Hate: A Phenomenological Study of Teachers' Lived Experiences as Both Other and Otherer
Mojto, Alison Laurie Milofsky
. - 2009
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