From Student to Teacher
A Successful Transition
Bibliographic Data
| ID | 8936166 |
|---|---|
| Authors | Gloria Vélez‐Rendón (Purdue University West Lafayette, corresponding author), Gloria Velez-Rendon |
| Year | 2006 |
| Volume | 39 |
| Issue | 2 |
| Pages | 320-333 |
| Publication date | 2006-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2006.tb02269.x |
| OpenAlex | W2134461613 |
| Language | EN |
| Citations received | 12 |
| References cited | 20 |
This article seeks to contribute to the emerging body of research on learning to teach a second language (L2). Specijcally, it examines the learning-to-teach experience of a preservice German language teacher from her own perspective illuminating the contextual, biographical, academic, and cognitive factors affecting her development (Freeman G Johnson, 1998; Freeman 6 Richards, 1996; Richards G Nunan, 1990). Multiple data collection instruments that generated relevant and rich data were used. They included open-ended interviews, participant observation, class videotaping and stimulus recall procedures, and lesson plans. Analysis of the data revealed that the interplay of factors, such as the learning background the participant brought with her added to her knowledge of the subject matter, her level of commit ment, and an effective mentoring relationship contributed to the participant's success ful, productive, and meaningful experience
Cognitive psychology · Commit · Curriculum · German · Language acquisition · Linguistics · Mathematics education · Participant observation · Pedagogy · Perspective (graphical · Recall · Social science · Sociology · Subject matter · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
The practicum in preservice teacher education
“I’ll do it in my own class”
Preservice Teachers’ Beliefs and Practices in Teaching English to Young Learners
Learning Through Tensions
Guiamos
Exploring contextual factors shaping teacher collaborative learning in a paired-placement
Hope, vulnerability, and grief
From Social Identity to Professional Identity
Peer Mentoring Second Language Teachers
Beyond the Classroom
Research on Mentoring Language Teachers
A survey of world language cooperating teachers
A Critical Analysis of the Research on Learning to Teach
Professional Growth Among Preservice and Beginning Teachers
Case Study Research
Teachers’ Beliefs and Educational Research
Those Who Understand
Roles, Responsibilities, and Relationships in Mentoring
Second Language Teacher Education
The emerging beliefs and instructional practices of preservice English as a second language teachers
Reflecting on reflections
Learning to Teach
Reconceptualizing the Knowledge-Base of Language Teacher Education
On Becoming a Language Teacher
Foreign Language Teacher Education
The Role of Effective Mentors in Learning to Teach
The Cooperating Teacher
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2010 - 2022 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 12 |