• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • University of Western Sydney (Host institution) (14)
    • Centre for Educational Research (Host institution) (6)
    • School of Education (Host institution) (5)
    • College of Arts (Host institution) (4)
    • College of Health and Science (Host institution) (2)
    • (Editor) (1)
    • Carey, Michael (1)
    • Centre for Educational Research, School of Education (Host institution) (1)
    • Chen, Hongwei (1)
    • Chen, Yi (1)
    • Dickson, Cathy (1)
    • Ecology and Environment Research Group (Host institution) (1)
    • Howie, Mark (1)
    • Huo, Luhua (1)
    • ISANA International Education Association. International Conference (Event place) (1)
    • Lock, Linette R. (1)
    • Lu, Yiye (1)
    • Mootz, Denis G. (1)
    • Qiu, Wenlu (1)
    • Ross, Pauline M. (1)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

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 – 14 of 14 1 Towards technological pedagogical content knowledge via cross socio-linguistic interaction : a case study of beginning teacher-researchers' decision-making in school-engaged teacher-researcher Lu, Yiye. - 2014 Abstract: Much of the current research demonstrates that teachers’ knowledge is a powerful force in students’ learning and teachers’ instruction, and it is also persuasive, individualistic, and modifiable (Sotelo, & Stigler, 2010). It is further argued that to achieve to pedagogical knowing conceptually as well as substantively, requires attending to teachers. It is in teaching that knowing resides, and is revealed. This study first aims to explore the ‘knowledge base’ that beginning teacher-researchers have used, changed and developed through a research-oriented school-engaged teacher education (ROSETE) Partnership in Western Sydney (Australia). To do so, it explores the influence of the ROSETE Partnership on developing beginning teachers into teacher-researchers. Case study methodology was selected in order to provide a detailed examination of what teachers do in the classroom, in addition to how and why they draw on particular types of knowledge to facilitate student learning. Volunteer Teacher Researchers (VTRs) from the ROSETE Partnership were chosen as the main participants for this study. The data were collected from VTRs’ theses, face-to-face interviews and lesson plans. These data were analysed to investigate the different categories of knowledge that VTRs have developed in order to support their teaching in Western Sydney schools. It reveals that the VTRs’ beliefs about the subject and educational purposes influence their decisions on what Chinese should be taught to Australian students. It also shows that knowledge of context, curriculum, content (Mandarin), pedagogy and learners are the main categories that contribute to effective teaching and learning. In addition, knowledge of self and knowledge of English are two new categories of knowledge that proved indispensable elements for effective teaching and learning, especially in the English-speaking context of this study. However, the VTRs’ were concerned about the way they can organise these types of knowledge to make Chinese learnable for English-speaking learners. Another main participant of this case study is the researcher herself. The data were from my self-reflection diary, accompanied by mentor’s lesson feedback, as well as interviews with teachers and the questionnaires with students. The first 18 months of face-to-face classroom teaching aimed to investigate ways to make Chinese learnable for Australian students. Shulman’s (1976, 1987) concept of pedagogical content knowledge (PCK) and Ringbom’s (2007) concept of cross-linguistic similarities were used as theoretical tools to analyse the evidence for the possibility of making Chinese learnable. The analysis of evidence suggests that by making connections between Chinese and English with which the Second Language (L2) learners are familiar presents possibilities for making Chinese more learnable for them. However, Ringbom’s (2007) concept was contested because comparisons between Chinese and English can be from linguistic perspective, and perhaps more importantly from social and cultural perspectives. Therefore, a new concept of ‘cross socio-linguistic interaction’ (CSLI) is proposed. The close relationship between PCK and CSLI provides a novel theoretic-pedagogical framework to inform the debates about making Chinese learnable. This study also investigated the concept of technological pedagogical content knowledge (TPACK) through a ‘Connected Classroom’ Chinese course. The analysis of evidence reveals that relying on video-conferencing facilities provides a potential teaching and learning medium to engage students’ Chinese language learning, and to offer Chinese language courses for schools in distant areas. However, there exist numerous challenges, problems and issues in the ‘Connected Classroom’ context. These require teachers to master a range of technological knowledge such as video-conferencing equipment, Bridgit and Smartboard. Such challenges also demand teachers to adapt pedagogical strategies to make Chinese learnable through ‘Connected Classroom’. This analysis helps to provide a better understanding of TPACK and its related knowledge sources in Chinese language education. Keyword: 2014; Australia; case studies; Chinese language; education; research; study and teaching (secondary); teacher researchers; teachers; teaching; Thesis (Ph.D.)--University of Western Sydney URL: http://handle.uws.edu.au:8081/1959.7/547046 BASE Hide details 2 The sacred and the profane : writing the secondary English subjects and the delimiting of professional identity Howie, Mark. - 2014 BASE Show details 3 Towards a taxonomy : history teachers and history classrooms Mootz, Denis G.. - 2014 BASE Show details 4 Making Chinese learnable from perspectives of Australian beginning learners : through lesson preparation, materials and teaching strategies Yue, Yi. - 2014 BASE Show details 5 Scaffolding Chinese teaching and learning Zhou, Lan. - 2013 BASE Show details 6 The impact of beginning Mandarin teachers' knowledge on primary students’ classroom engagement in Western Sydney schools Qiu, Wenlu. - 2013 BASE Show details 7 The impact of visual pedagogy on students' learning of Hanyu : a case study of a Western Sydney public school Huo, Luhua. - 2012 BASE Show details 8 Popular culture and engagement in teaching Mandarin : an action research project Yu, Xinyu. - 2012 BASE Show details 9 A Chinese beginning teacher's professional identity transformation : an auto-ethnographic study Chen, Hongwei. - 2011 BASE Show details 10 Interest-based language teaching : stimulating Australian students' interest in learning Mandarin Yuan, Jing. - 2011 BASE Show details 11 Assessment for learning : enhancing activities to learn Mandarin Chen, Yi. - 2011 BASE Show details 12 Teacher engagement in second language (L2) classrooms : teacher-as-researcher Wu, Ting. - 2010 BASE Show details 13 Intervening to create conceptual change Ross, Pauline M.; Tronson, Deidre A.. - : Sydney, N.S.W, UniServe, 2007 BASE Show details 14 "In my country nurses don't … " : Australian undergraduate nurse education and the international culturally and linguistically different student Dickson, Cathy; Lock, Linette R.; Carey, Michael. - : The Gap, Qld, ISANA International Education Association Inc., 2007 BASE Show details

Mobile view All Catalogues UB Frankfurt Linguistik IDS Mannheim OLC Linguistik UB Frankfurt Retrokatalog DNB Subject Category Language Institut für Empirische Sprachwissenschaft Leibniz-Centre General Linguistics (ZAS) Bibliographies BLLDB BDSL IDS Bibliografie zur deutschen Grammatik IDS Bibliografie zur Gesprächsforschung IDS Konnektoren im Deutschen IDS Präpositionen im Deutschen IDS OBELEX meta MPI-SHH Linguistics Collection MPI for Psycholinguistics Linked Open Data catalogues Annohub Online resources Link directory Journal directory Database directory Dictionary directory Open access documents BASE 14 Linguistik-Repository IDS Publikationsserver Online dissertations Language Description Heritage