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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
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4
A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS
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5
UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY
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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
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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
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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
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12
IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES.
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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
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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
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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
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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
Abstract: Fueled by present-day globalization and influx of migration, the unprecedented global demand for English language necessitates the provision of high-quality education for English language learners across the world. This picture places English language teaching at the top of the educational agenda in both English-speaking and non-English-speaking countries. As a result of this critical prominence of the global English language teaching enterprise, the need for preparing all language teachers (teacher-learners coming from a range of ethnolinguistic, cultural, racial age, backgrounds with various past teaching, learning and educational experience) for diverse teaching settings in the U.S. and international contexts is more pivotal than ever. The current dissertation research sheds an important light on this need by adopting a TESOL teacher education department and its three MATESOL programs as a research context, and by providing a multifaceted exploration of how program components provide affordances and constraints in developing a knowledge base for ethnolinguistically diverse teacher-learners to work effectively with English language learners in diverse teaching contexts. The current research project is a holistic descriptive case study utilizing quantitative and qualitative analyses to explore the perceptions of (a) an ethnolinguistically diverse group of teacher-learners who were enrolled in, (b) an ethnolinguistically diverse alumni who graduated from, and (c) instructional faculty teaching in three MATESOL teacher education programs housed in a large, research-intensive university located in a bustling metropolitan area in the mid-Atlantic United States. The data collection sources included questionnaires, a series of semi-structured, in-depth interviews, classroom observations, and programmatic documents. The current study primarily draws upon sociocultural perspectives and more specifically utilizes Activity Theory as an analytical organizing framework to examine the complex interrelations among the participants, and to identify existing institutionalized tensions and contradictions among systemic components in the activity system under scrutiny. Activity Theory has proven to be a useful tool to capture the complexity of this teacher-learning context, and gain insights into the personal, pedagogical, and institutional affordances and constraints embedded in the activity system. Activity theoretical analysis of individual and programmatic efforts towards preparing teachers for diverse teaching settings in the U.S. and international contexts brought together three interrelated results that highlight an increased need for (1) diversification and dynamic re-orchestration of programmatic efforts, (2) reimagining distributed agency, and (3) developing practicum alternatives. The study concludes with the urgency of embracing the critical need, role and importance of English language teacher education, re-examining the current efforts in our quest to prepare all teachers for diverse teaching settings. The study closes by providing a series of recommendations for diversifying teacher education practices and developing a shared accountability in teacher preparation for diverse teaching settings and contexts.
Keyword: Activity theory; Education; English as a second language; MATESOL; Program evaluation; Second language teacher education; Teacher education; TESOL
URL: http://hdl.handle.net/1903/13802
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20
Breaking the Cycle of Hate: A Phenomenological Study of Teachers' Lived Experiences as Both Other and Otherer
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