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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 Page: 1 2 3 4 Hits 1 – 20 of 70 1 Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom Qi, GY; Wang, Y. - : The JALT CALL SIG, 2022 BASE Show details 2 Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach Ashley Seidel Potvin; Emily Adah Miller; Rachel Kuck; Leema Kuhn Berland; Alison G. Boardman; Sarah Schneider Kavanagh; Tiffany Lee Clark; Britte Haugan Cheng In: Education Sciences; Volume 12; Issue 3; Pages: 222 (2022) BASE Show details 3 Polycentricity and agency in the construction of expatriate teacher identity and pedagogical practice Greenfield, Anita K. - 2022 BASE Show details 4 Affectivity and agency in English teaching for Youth and Adult Education Diego Satyro In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 94-124 (2022) (2022) BASE Show details 5 Teacher agency and the enactment of curriculum: The case of primary school EFL teachers in Vietnam Vu, Thi Loan. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021 In: Theses: Doctorates and Masters (2021) BASE Show details 6 Negotiating the Limits of Teacher Agency: Constructed Constraints vs. Capacity to Act in Preservice Teachers’ Descriptions of Teaching Emergent Bilingual Learners Warren, Amber N.; Ward, Natalia A. In: ETSU Faculty Works (2021) BASE Show details 7 “They Make Me Who I Am Today”: A Science Teacher’s Narrated Positioning, Agency, and Mediated Pedagogy with Multilingual Students Wang, Min In: Journal of Multilingual Education Research (2021) BASE Show details 8 The Paradox Of Professional Teacher Agency And Accountability In Public Education: Using Autoethnography To Promote Reflexivity In Teachers And Raise Consciousness Of Agentic Beliefs And Values Hanson, Christopher T. F.. - 2021 BASE Show details 9 The Identity and Agency of Non-native English-Speaking Teachers Undertaking a Postgraduate TESOL Degree in Australia: A Narrative Case Study Approach Wilson, Owen. - : The University of Sydney, 2021. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2021 BASE Show details 10 El proceso dinámico de construcción de identidad estudiantes- profesores como futuros profesores Torres Cepeda, Nancy María; Ramos Holguín, Bertha In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 38, 2021 (Ejemplar dedicado a: Publicación Continua), pags. 1-20 (2021) BASE Show details 11 Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English Channa, Liaquat Ali. - : University of New Brunswick, 2020. : Érudit, 2020 BASE Show details 12 Student agency in collaborative writing: A sociocognitive perspective Pu, Yue-en Anita. - : The University of Waikato, 2020 BASE Show details 13 Agência de professores de língua inglesa em formação e em serviço: desafios e possibilidades ; Pre-service and in-service English teachers agency: challenges and possibilities Landim, Denise Silva Paes. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Faculdade de Filosofia, Letras e Ciências Humanas, 2020 BASE Show details 14 Curriculum making as relational practice: a qualitative ego-network approach Hizli Alkan, Sinem. - : Wiley, 2020 BASE Show details 15 Culturally Responsive Teaching in Practice: Exploring English Language Arts Classrooms That Serve Ethnically, Linguistically, and Culturally Diverse Students Rosenow, Jane Alice Wambui. - : University of Kansas, 2020 BASE Show details 16 Integration of local texts and cultural practices in localised EFL classrooms:An ethnographic study of a rural Indonesian school Lestari, Yuni Budi. - : The University of Queensland, School of Education, 2020 BASE Show details 17 We All Ascend Together: A teacher-oriented exploration into the affordances and limitations to developing learner agency in years 4-8 Aotearoa/New Zealand classrooms. Layton, Kelly. - : Victoria University of Wellington, 2020 BASE Show details 18 “WE WERE NOT PREPARED FOR THIS”: DEVELOPMENT OF TEACHERS 'AGENCY IN PANDEMIC TIMES ; “NÓS NÃO ESTÁVAMOS PREPARADAS PRA ISSO”: DESENVOLVIMENTO DE AGÊNCIA DE PROFESSORAS EM TEMPOS DE PANDEMIA AGUIAR, André Effgen de; FERREIRA, Deise Viana In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 46 (2020): Reflexões sobre o discurso em contextos sociais diversos – perspectiva crítica ; 2237-759X ; 1413-4055 (2020) BASE Show details 19 Supporting English Learners through Practice-Based Research Lammert, Catherine; Steinitz Holyoke, Erica B In: Reading Horizons: A Journal of Literacy and Language Arts (2020) BASE Show details 20 Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English Channa, Liaquat Ali In: Canadian Journal of Applied Linguistics; Vol. 23 No. 1 (2020); 117-136 ; Revue canadienne de linguistique appliquée; Vol. 23 No. 1 (2020); 117-136 ; 1920-1818 ; 1481-868X (2020) Abstract: An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications. ; Une exploration des écrits scientifiques sur l'enseignement des langues secondes/étrangères (L+) suggère que le phénomène en question a été étudié soit en examinant les processus de classe, soit en explorant les expériences vécues par les enseignants. En adoptant la dernière approche, le présent article rend compte d'une étude qualitative qui examine comment les enseignants du primaire pakistanais apprennent à enseigner l'anglais - la matière prescrite dans les récentes réformes des programmes - et développent leur identité de professeur d'anglais. Les conclusions problématisent le concept d'apprentissage d’observation et montrent que les enseignants s'inspirent de leurs expériences d'apprentissage de l'anglais préférées. Ils n'enseignent pas l'anglais comme ils l'ont appris, mais plutôt comme ils ont aimé l’apprendre. Ainsi, ils développent les identités des professeurs d'anglais qu'ils adoraient lorsqu'ils étaient élèves. L'article présente des implications pertinentes. Keyword: apprenticeship of observation; English language teaching in Pakistan; english teacher identity; learning to teach; teacher agency URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/28736 BASE Hide details Page: 1 2 3 4

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