Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts

Peercy, Megan Madigan; Kidwell, Tabitha; Lawyer, Megan DeStefano; Tigert, Johanna M.; Fredricks, Daisy E.; Feagin, Karen; Stump, Megan

doi:10.1080/01626620.2019.1675201

Cited by 16 publications

(8 citation statements)

References 53 publications

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“…We see PLK as an essential contributor to novice teachers' ability to enact the CP supporting language and literacy development, which we previously identified as a CP for teachers working with multilingual students in the U.S. K-12 context (Peercy et al, 2020;Peercy et al, 2019;Peercy et al, under review). (See the Appendix for our full list of CPs, in which the heading "Language and Literacy Development" identifies the CP of interest in this article.)…”

Section: Practices and Humanizing Pedagogymentioning

confidence: 91%

“…This study is part of a 3-year project investigating the instructional practices of 11 novice ESOL teachers in their internship placements or first 4 years of independent teaching in K-12 settings. Data collection and analysis for the larger project focused on a wide range of practices (e.g., Peercy et al, 2020;Peercy et al, 2019;Peercy et al, under review). (See the Appendix for the full list of CPs, only one of which-language and literacy development-is discussed in detail in this study.)…”

Section: Methodsmentioning

confidence: 99%

“…We analyzed data using the constant comparative method (Corbin & Strauss, 2014). Our prior work (Peercy et al, 2020;Peercy et al, 2019) resulted in the development of CPs that we used as a priori codes. Codes were applied to relevant portions of field notes and transcripts.…”

Section: Pseudonymmentioning

confidence: 99%

“…These programs often also address advocacy, cultural responsiveness, and cross-cultural understanding, thus equipping teachers to integrate a deep understanding of language with a focus on social justice. PLK is at the heart of the professional knowledge held by ESOL teachers, and its development may be particularly evident in the ways novice ESOL teachers (e.g., those in the first 4 years of teaching; Liston, Whitcomb, & Borko, 2006) grapple with connecting theory and practice in their teaching (Peercy et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Novice teachers’ use of pedagogical language knowledge to humanize language and literacy development

et al. 2021

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This study examined how novice teachers of English for speakers of other languages (ESOL) apply their pedagogical language knowledge (PLK). The authors frame PLK as an essential contributor to teachers’ ability to support multilingual students’ language and literacy development, which in turn contributes to the enactment of humanizing pedagogies, because language and literacy skills enable engagement with meaningful content and full participation in schooling and society. Data sources include lesson observations and interviews with 11 ESOL teachers over the course of 3 years. Participants were observed drawing on their PLK to offer humanizing support for the language and literacy development of multilingual students through the following instructional practices: responding to common developmental language needs; promoting vocabulary development; prioritizing receptive and productive skills at the word, sentence, and discourse levels; and using students’ home language knowledge as a resource. The researchers share data that reveals how participants’ PLK informed their use of these instructional practices. These concrete examples offer a deeper understanding of how all teachers could develop and apply PLK to inform their enactment of humanizing pedagogies with multilingual students.

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Section: Practices and Humanizing Pedagogymentioning

confidence: 91%

Section: Methodsmentioning

confidence: 99%

Section: Pseudonymmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Novice teachers’ use of pedagogical language knowledge to humanize language and literacy development

et al. 2021

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“…The practice‐based approach has begun to boom in language teacher education, as evidenced by a robust collection of recent think pieces, manuals, and implementation studies (Davin & Heineke, 2016; Davin & Troyan, 2015; Glisan & Donato, 2017; Hlas & Hlas, 2012; Kearney, 2015; Pang, 2018; Peercy, 2014; Peercy et al, 2019; Peercy & Troyan, 2017; Peercy, Varghese, & Dubetz, 2019; Troyan et al, 2013; Troyan & Peercy, 2016, 2018; Zhai, 2019). Informed by sociocultural theory (SCT), which characterizes learning as a social process rooted in interaction, the approach engages teacher candidates in the actual work of teaching early in their preparation programs and provides them with expert coaching along the way (Davin & Heineke, 2016; Glisan & Donato, 2017; see also Johnson, 2015; Johnson & Dellangelo, 2013; Johnson & Golombek, 2016, 2018).…”

Section: Practice‐based Teacher Educationmentioning

confidence: 99%

Implementing “enhanced rehearsals” in a practice‐based TESOL methods course

Martel

2020

TESOL Journal

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As I am sure is the case with many language teacher educators, I am constantly pressed for time in my TESOL methods courses. I wish I had as many contact hours with my teacher candidates as those in other professions like medicine or law, especially because I consider teaching to be as much "life or death work" (Nieto, 2010, p. 239; see also Martel, 2017). Like many TESOL programs, the one in which I teach is three or four academic semesters in length, and for many of our students, those semesters represent their primary learning-to-teach experience. It is thus vital that I design courses that allow them to learn the knowledge, skills, dispositions, and identities associated with English teaching as efficiently, authentically, and effectively as possible.

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Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

et al. 2021

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Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual students. Using a participatory, dialogic research design, we draw on data from team meetings, teacher interviews, and classroom observations to describe how NTs reflected on and enacted the CP Building a Positive Learning Environment in their daily work and how it helped humanize their practice. Findings indicate that NTs positioned multilingual students as individuals with complex academic, social‐emotional, linguistic, and behavioral strengths and needs; and enacted classroom management practices that were consistent, clear, culturally and linguistically responsive, and social‐emotionally supportive. We discuss how CPs may help NTs attend to these aspects of classroom management for multilingual students and develop practices that are humanizing.

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Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts

Cited by 16 publications

References 53 publications

Novice teachers’ use of pedagogical language knowledge to humanize language and literacy development

Novice teachers’ use of pedagogical language knowledge to humanize language and literacy development

Implementing “enhanced rehearsals” in a practice‐based TESOL methods course

Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

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