Exploratory Practice in the FL Teaching Methods Course: A Case Study of Three Graduate Student Instructors’ Experiences

From research-as-practice to exploratory practice-as-research in language teaching and beyond

“…Table 3 about here >> One might initially assume from Tables 2 and 3 that the instigators are (i) academic researchers guiding practitioners to develop better classroom practice, (ii) academics using EP as a theoretical framework for their doctoral and MA studies, or (iii) school/university teachers aiming to improve practice. However, a more critical eye observes that although published texts are assigned to academics (whose contracts oblige them to publish regularly), the original instigators frequently identify as teachers (Lyra et al 2003;Perpignan 2009aPerpignan , 2009b or teacher educators (Miller & Moraes Bezerra 2005;Rowland 2011;Crane 2015). In my case, I was a teacher and teacher educator when I began researching/publishing (Hanks 1999) as were Gunn 2003, Miller (2003), and Wu (2004).…”

“…In the USA, Crane (2015 instead, rooting theory in classroom practice indicates a better route for development. Bloom (2007), working in the USA with UG and PG students on a Spanishfor-healthcare-professionals course, found that this type of non-traditional language classroom (i.e.…”

“…Connecting teacher and learner development, and challenging traditional views of the two as separate, Allwright argued for 'an inextricably linked joint and mutual enterprise of working for understanding ' (2008: 144). This was influenced by Bannell (1997Bannell ( , 1998 Johnson 2002;Slimani-Rolls 2005aHanks 2009bHanks , 2014Crane 2015) and pleasure in learning and teaching (Zhang 2004;Chu 2007;Rowland 2011;Barreto et al 2015;Barreto et al 2016) are indicated as the results of engagement in EP. This points to recent developments in theories about MOTIVATION, with Ushioda (2016) highlighting the affordances of learners and teachers researching together, and Sahakyan, Lamb & Chambers (2018) noting the potential for learners to develop FEASIBLE SELVES by actively engaging in praxis.…”

Whose ‘Crisis in Language’? Translating and the Futurity of Foreign Language Learning

“…In foreign language graduate training in recent years, teacher education has emerged as a focal area and within this growing body of research, reflective inquiry has taken on a central role. The arena of L2 teacher education that emphasizes reflective inquiry is not a particular methodology or approach, but rather professional development opportunities and frameworks that foster critical, introspective practitioners (e.g., Allwright, 2014;Allwright & Hanks, 2009;Byrd Clark & Dervin, 2014;Byrd Clark & Dervin, 2014;Crane, 2015;Johnson, 2009). In an article on exploratory practice in teacher education, Crane (2015, p. 2) recommends involving learners in reflective practice in order to co-construct shared, locally relevant understandings of language and learning.…”

Developing Foreign Language Teaching Competence of Prospective Teachers in the Us Universities

“…Шрам [4], П. Гарсіа [1], К. Гроссе [5], М. Вілбер [6] і деякі інші. Серед підходів, які користуються популярністю при підготовці вчителів ІМ у США, зокрема в розвитку методичної компетентності, є портфоліо або рефлексивне портфоліо як супровід до курсу методики викладання ІМ [7], електронне портфоліо [4], дослідження в дії [8], спостереження, самоспостереження із відеофіксацією [9], застосування інформаційних технологій [2; 4], колаборативна практика у викладанні, написання журналів [10] тощо. За свідченням американських учених, методика викладання ІМ є ключовою загальнообов'язковою дисципліною, з вивченням якої закладаються основи професійної методичної і психолого-педагогічної компетентності, відбувається теоретико-практичне озброєння майбутніх учителів, узагальнюються попередньо набуті професійні знання в розрізі практичного їх застосування у професійній діяльності.…”