Theory Meets Practice
A Case Study of Preservice World Language Teachers in U.S. Secondary Schools
Datos Bibliográficos
| ID | 8939338 |
|---|---|
| Autores | Brigid M Burke (American University, autor de correspondencia) |
| Año | 2006 |
| Volumen | 39 |
| Número | 1 |
| Páginas | 148-166 |
| Fecha de publicación | 2006-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2006.tb02255.x |
| OpenAlex | W2126304505 |
| Idioma | EN |
| Citas recibidas | 7 |
| Referencias citadas | 29 |
This case study looked at the transition of preservice teachers from world language education methods courses at a major U.S. university to a 5‐week field experience in secondary school classrooms. Data included lesson plans and self‐critiques of two lessons implemented during the field experience, world language teaching philosophies the preservice teachers wrote, e‐mail correspondence between the preservice teachers and their supervisor reflecting on the field experience, a final reflection paper, and responses to an open‐ended survey after completion of the field experience. Analysis of the data served to identify three teacher profiles: the communicative (CLT) teacher, the grammar‐translation teacher, and the hybrid teacher (a mix of the two other profiles). The article concludes with discussion of the findings and their implications for university methods courses, field experiences, and professional development
Field (mathematics · Grammar · Linguistics · Mathematics education · Pedagogy · Professional development · Reflection (computer programming · Teacher education · Computer Science · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
The Discovery of Grounded Theory
Qualitative Inquiry in Tesol
Focus on Form
Teachers’ Beliefs and Educational Research
Communicative competence
Language and communication.
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
The Research Act
Does Type of Instruction Make a Difference? Substantive Findings From a Meta‐analytic Review
The emerging beliefs and instructional practices of preservice English as a second language teachers
The Research Act
Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks
Communicative Tasks and the Language Curriculum
The Arlington Curriculum Development Model
Evaluation of Professional Development for Language Teachers in California
Teachers' Pedagogical Beliefs and the Standards for Foreign Language Learning
Guidelines for Foreign Language Lesson Planning
Cultures and Comparisons
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
| Obras citantes distintas | 7 |
|---|---|
| Citas por año | 0,37 |
| Intervalo de citas | 2007 - 2016 (10) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |