Abstract:In response to the ACTFL's Research Priorities Initiative, the present study used a multiple case study design to examine teacher candidates' ability to implement two high‐leverage teaching practices: increasing interaction and target language comprehensibility and questioning to build and assess student understanding. Candidates implemented these practices in K–12 foreign language classrooms following a practice‐based methodology course. Findings revealed that candidates could more easily translate some aspec… Show more
“…Finally, the I-PCK model supports continuing investigations of "core practices": the routines, interactions, and related knowledge that are essential to the day-to-day work of language teaching (e.g., Davin & Troyan, 2015;Hlas & Hlas, 2012;Troyan, Davin, & Donato, 2013;Troyan & Peercy, 2016). To date, such investigations in WL education have focused primarily on communicative language teaching and have yet to examine the aspects of integrating content and language, such as the ability to analyze how language functions in contexts, i.e., in content-area/discipline-specific texts.…”
This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content‐based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I–PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary for teachers to effectively implement CBI. Through descriptions of the participant's knowledge and experiences, the case study documents the I–PCK model in action, highlighting her strengths when integrating both academic content and world language learning and allowing specific areas that were in need of further development to be pinpointed. Findings suggest that the model can inform the work of language teacher education and professional development focused on CBI.
“…Finally, the I-PCK model supports continuing investigations of "core practices": the routines, interactions, and related knowledge that are essential to the day-to-day work of language teaching (e.g., Davin & Troyan, 2015;Hlas & Hlas, 2012;Troyan, Davin, & Donato, 2013;Troyan & Peercy, 2016). To date, such investigations in WL education have focused primarily on communicative language teaching and have yet to examine the aspects of integrating content and language, such as the ability to analyze how language functions in contexts, i.e., in content-area/discipline-specific texts.…”
This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content‐based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I–PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary for teachers to effectively implement CBI. Through descriptions of the participant's knowledge and experiences, the case study documents the I–PCK model in action, highlighting her strengths when integrating both academic content and world language learning and allowing specific areas that were in need of further development to be pinpointed. Findings suggest that the model can inform the work of language teacher education and professional development focused on CBI.
“…Research and practice in teacher preparation and continuing professional development have long described the importance of critical reflection for improving professional practice. Although various names have been attributed to this type of reflective work—reflective inquiry and problematizing (Heibert et al, ), reflective problem solving (Thompson & Zeuli, ), reflection on action (Hatton & Smith, ; Schön, , )—the current work is situated within a practice‐based approach to teacher education (e.g., Ball & Cohen, ; Ball & Forzani, ; Davin & Troyan, ; Lampert et al, ; Peercy, ; Troyan, Davin, & Donato, ) that seeks to engage teacher candidates in learning and dialogue about teaching so as to legitimate and invest authority in a stance of deliberative uncertainty in and about practice. With such conversations, conducted from such a stance, teachers' practice could be improved by acknowledging the limits of knowledge in practice, expanding teachers' capacity to grasp the nature of these uncertainties, and improving their capacity to manage and learn from them with thoughtful analytic—that is, not purely idiosyncratic—consideration of alternatives.…”
In response to the call for improving teacher candidates' familiarity with the assessment tasks and format of the edTPA (Hildebrandt & Swanson, 2014), this single case study investigated the reflective writing development of Jena, a K–12 Spanish teacher candidate, and her evolution in a pedagogy that focused on the development of writing two reflective genres: personal private reflection (PPR) and critical academic reflection (CAR). Findings from functional linguistic analysis provide insights into the impact of explicit instruction in the organizational and linguistic features of CAR and clearly differentiate it in function and purpose from PPR. The linguistic analysis is supported by qualitative data regarding Jena's writing development and her performance on the edTPA. Data suggest that further research could investigate the positioning of PPR as a resource for developing CAR in ways that value the contribution of each type of writing in supporting the development of teacher candidates as individuals and as professionals.
“…Troyan, Davin, and Donato () drew on accepted theories of second language learning, then decomposed and investigated three HLTPs: “(a) using the target language comprehensibly during instruction, (b) questioning for building and assessing student understanding, and (c) teaching grammar using an inductive approach followed by co‐constructed explanations of form‐meaning relationships” (p. 162). Continuing that line of inquiry, Davin and Troyan () deconstructed two HLTPs, investigated ways to integrate practice‐based experiences on those HLTPs into their respective teacher development courses, and evaluated the relative success new teachers had in executing the range of specific micro‐practices. However, while moving forward to implement a practice‐based approach to teacher education, Troyan et al (, p. 172) also acknowledged that “following the lead of mathematics teacher preparation, systematic observation of the classrooms of effective FL educators is needed to identify the [HLTPs] that are applicable to our field and critical to the professional repertoire of pre‐service teachers and novice teachers in the initial stages of their careers.”…”
In response to calls for more practice‐based teacher education, this study investigated the way in which two high‐performing novice world language teachers, one in Spanish and one in Latin, implemented a high‐leverage teaching practice, leading an open‐ended group discussion. Observational data revealed a number of constituent micro‐practices. The article offers examples illustrating the way in which the practice was achieved and also captures the impact of such practices on classroom discourse. Findings provide an initial basis upon which continued research on high‐leverage teaching practices in the world language education context can be pursued.
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