Teacher educators' professional learning: A literature review

Ping, Cui; Schellings, G.L.M.; Beijaard, Douwe

doi:10.1016/j.tate.2018.06.003

Cited by 184 publications

(175 citation statements)

References 87 publications

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“…Besides, the theories and practices carried out at universities may not be compatible with the reality of teaching in schools because the teacher education curriculum is considered color-blind and does not have culturally responsive pedagogy (Schauer, 2018). Therefore, educators should conduct different activities from which they can learn a lot and must always have the need to learn to do their work as educators (Ping, Schellings, & Beijaard, 2018). Educators can also use a variety of development standards but more in a mode that matches the level of resistance (Bourke, Ryan, & Ould, 2018) with the aim to encourage and support the learning of their students in the classroom, especially language learning (Holdway & Hitchcock, 2018) so that graduates can become global workers who are ready to be employed in the future (Minocha, Hristov, & Leahy-Harland, 2018).…”

Section: Discussionmentioning

confidence: 99%

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

Arung

Rafli

Dewanti

2019

IJHE

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Formal educational practitioners tend to neglect the students’ sense of liking; we labled as Preferent learning, in order to acquire certain skill in the learning foreign language, especially speaking skills. In general, so far, issues of formal learning with the focus on bounded academic rules, cognition, and motivation have been used as the main basis for the learning foreign language and even learning in general. In fact, the individual learning, language community, social change, and sopihisticated technology need to be considered in how students acquire the skills they want based on their preferences. By investigating how the University students in Kolaka learned and improved their English speaking skills, we applied a Grounded study that involved 10 informants who were the students and alumni of the English Language Education Study Program of the University X in Kolaka, Southeast Sulawesi, Indonesia. All data were collected 12 times in 3 stages then were analyzed using three steps of Strauss and Corbin's analysis that applied theoretical sampling and constant comparison in generating the substantive theory. The findings revealed that the informants acquired the English speaking skills because of a sense of liking or preference toward any topic to learn. Further, they prefer to learn in an unpredictable ways without any rules and an informal self-evaluation were applied as a way in sustaining the skills.

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Section: Discussionmentioning

confidence: 99%

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

Arung

Rafli

Dewanti

2019

IJHE

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“…4). To understand the teaching needs of the Vocational Teacher's group of subjects in the 12 years of national curriculum [20], [21].…”

Section: Methodsmentioning

confidence: 99%

“…In response to the new curriculum, the mentality needs to be adjusted from the teachers, students, educational workers. But for the vocational teachers, the change is definitely challenging [20] [28]. It is important to meet the challenge, the biggest difficulty is not the technical side, but the teacher's mentality.…”

Section: The Literacy-oriented Teaching Of the 12 Years Of Nationamentioning

confidence: 99%

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Chun-Mei¹,

Shen²,

Shen³

et al. 2020

IJSSH

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The study aims to understand that the vocational teacher responds to the teaching needs of the literacy-oriented teaching of the 12-nation new curriculum. It is important of the impact of the new curriculum on teaching and the schools' literacy-oriented teaching contents. In order to achieve this goal, this study uses a number of case studies to understand the views of teachers and vocational education experts on the teaching and needs of the 12-nation new curriculum. The result of vocational teachers' literacy-oriented teaching need was "course conversion" (30%), "curriculum development and design" (24%), "Education practice" (16%), "Student assessment" (12%), "Parental communication" (10%) and "Professional leadership" (8%). In order to understand the practical difficulties that vocational teachers may face and the measures that can provide professional teaching, and propose in-service teachers' learning activities. It is important to effectively cultivate teachers' professional-oriented teaching professional ability. Index Terms-Literacy-oriented teaching, 12-nation new curriculum, transformative learning, teaching decision-making. Education(TSSCI), Quarterly curriculum and Instruction(TSSCI). Her research interests are focusing on three major areas: (1) The e-learning, teaching mechanism and cognition change process of tertiary education.(2) The teaching excellence mechanism effect and recognition change effect of tertiary teachers.(3) Entrepreneurship education and internship curriculum development and experiment of tertiary education program. Her publications are available at:

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“…The multiplicity of teacher identities has been extensively investigated in the teacher education literature (for a review, see Jupp, Berry, & Lensmire, ; Ping, Schellings, & Beijaard, ; Van Lankveld, Schoonenboom, Volman, Croiset, & Beishuizen, ). In the applied linguistics literature, however, attention has been limited mostly to teachers’ linguistic identities with a particular focus on the nonnative vs. native speaker dichotomy (Varghese, Motha, Park, Reeves, & Trent, ; for a research timeline on language teacher identity, see Kayi‐Aydar, ).…”

Section: Introductionmentioning

confidence: 99%

Shared identities through translanguaging practices in the multilingual mariachi classroom

Kayi‐Aydar

Green‐Eneix

2019

TESOL Journal

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Literature regarding translanguaging pedagogy has grown in recent years, with several studies examining its use within the classroom as well as potential ways it can shape learner identity constructions (e.g., Sayer, 2013). Drawing on translanguaging and translanguaging pedagogy (e.g., Canagarajah, 2011; Creese & Blackledge, 2010) and the literature on teacher identities, this study uses qualitative data collected through in‐depth interviews with a music teacher who self‐identifies as Hispanic1 and bilingual, observations of his classroom teaching, and descriptive field notes in order to elucidate the links between translanguaging and identity constructions in a U.S. high school classroom. Analyzing how the music instructor used translingual practices to teach Mariachi, we found he constructed shared sociocultural identities for himself and his students in a fluid languaged space. We conclude with implications for classroom practice as well as suggestions for research that may more fully capture the complex experience and identity work of linguistically, ethnically, and racially diverse teachers in multilingual K‐12 classrooms.

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Teacher educators' professional learning: A literature review

Cited by 184 publications

References 87 publications

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Shared identities through translanguaging practices in the multilingual mariachi classroom

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