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A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 1, Pp 57-88 (2019) (2019)
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| 62 |
TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 22-46 (2019) (2019)
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| 63 |
Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices
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| 64 |
Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study
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| 65 |
Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”
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Abstract:
Set within a discursive field of humanist and neoliberal thought, this post-qualitative study attended to student teachers’ “stuck moments” in a university-based, social justice-oriented teacher education program (SJTE). It sought to problematize the familiar tendency of ascribing student teachers’ stuck moments as symptomatic of the theory-practice gap, an argument frequently lobbied by policy makers to dismantle university-based teacher education in favor of alternative (read: more lucrative) programs. Challenging the representational logic that undergirds prevailing conceptualizations of stuckness and the theory-practice gap obsession in teacher education, this study conceptualized stuck moments as a fluid, moving assemblage of bodies (human and nonhuman), and discursive, affective, and material forces. Informed by posthumanist theories of affect, this case study of six preservice teachers enrolled in an SJTE program used a rhizomatic mapping process that entailed assembling a series of wonder cabinets to map the discursive, affective, and material forces that shape student teachers’ stuck moment(s) and explore what these stuck moments do to student teachers. Data sources included field notes and jottings, individual and group conversations, and the creation of wonder cabinets of stuckness. The findings of this study suggest that the materiality of field placement sites (i.e., the physical and discursive), the pressure on student teachers to achieve teaching mastery, participants’ desire to have an impact on their students, and the challenges of enacting critical/justice practices, constitute the stuck moment assemblage. These constituting elements also illuminate the infiltration of learning discourses in student teachers’ stuckness. With their focus on mastery, normative teacher identity categories, measurable goals, and telos-driven progress narratives, learning discourses—while seductive for student teachers—collide with the tenuousness and uncertainty of social justice work. These discourses also generate and intensify the negative affects that animate student teachers’ stuck moments. These affects include, among others, worry, shame, and loneliness. This research foregrounds how stuckness holds the potential to simultaneously expose and oppose the conflicting discourses, affective attachments, and intensities, that student teachers encounter as they navigate through the various spaces of their SJTE program.
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Keyword:
Education; Social justice--Study and teaching; Student teachers; Teachers--Training of
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URL: https://doi.org/10.7916/D8W39CSD
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| 66 |
The Effects of Writing Instructors’ Motivational Strategies on Student Motivation
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In: Australian Journal of Teacher Education (2018)
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| 67 |
When caring hurts: “Foreign” teachers in Texas bilingual classrooms ...
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| 68 |
What works? Teaching African American students in urban schools
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In: Master's Theses and Doctoral Dissertations (2018)
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| 69 |
How well prepared are Australian preservice teachers to teach beginning reading skills?
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Meeks, Linda. - : Sydney, Australia : Macquarie University, 2018
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| 70 |
Representações docentes: constituindo o ser professora de língua portuguesa ; Teaching representations: being a teacher of portuguese language
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Clein, Paola Talite. - : Universidade Tecnológica Federal do Paraná, 2018. : Pato Branco, 2018. : Brasil, 2018. : Programa de Pós-Graduação em Letras, 2018. : UTFPR, 2018
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| 71 |
I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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| 72 |
Developing TESOL teacher intercultural identity : an intercultural communication competence approach
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Yang, Ping (R15602). - : U.S., Wiley-Blackwell, 2018
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| 73 |
When caring hurts: “Foreign” teachers in Texas bilingual classrooms
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| 75 |
Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 336-344 (2018) (2018)
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| 76 |
Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 261-275 (2018) (2018)
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| 77 |
Failing to notice? Uneven teachers' attention to boys and girls in the classroom
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| 78 |
The Effects of Student Feedback to teachers: Evidence from a Field Experiment
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| 79 |
Lernwirksame Unterrichtsbesprechungen im Praktikum. Nutzung von Lerngelegenheiten durch Lehramtsstudierende und Unterstützungsverhalten der Praxislehrpersonen
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Futter, Kathrin. - : Verlag Julius Klinkhardt, 2017. : Bad Heilbrunn, 2017. : pedocs-Dokumentenserver/DIPF, 2017
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2017, 287 S. - (Studien zur Professionsforschung und Lehrerbildung) - (Diss., Univ., Zürich, 2016) (2017)
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| 80 |
The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues
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In: Research outputs 2014 to 2021 (2017)
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