Reflections of an Ontario Student Teacher in Scotland: Cultural Language and Cross-Cultural Classroom Management

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2019-09-17 DOI:10.22329/jtl.v13i1.5993
Alexandra Gayowsky
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引用次数: 0

Abstract

A new teacher in her initial teacher education (ITE) program is focused on curriculum content, classroom management and pedagogy, and this perspective does not change despite a variation in the cultural context (Hassaram, Robertson, & Garcia, 2019). “Reflections of an Ontario Student Teacher in Scotland” is a narrative of raw, qualitative reflexive data composed during a one-week period of ITE practice teaching placement in Northern Scotland (Clarà, Mauri, Colomina, & Onrubia, 2019). The English teacher-narrator identifies the language differences, comparative abilities in writing, and those one-on-one connections between student teacher and pupils that allow for a rewarding reciprocal learning experience in first year classroom management and teaching. 
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安大略省学生教师在苏格兰的反思:文化语言与跨文化课堂管理
在初始教师教育(ITE)项目中,新教师关注的是课程内容、课堂管理和教学法,尽管文化背景不同,这一观点也不会改变(Hassaram, Robertson, & Garcia, 2019)。“安大略省学生教师在苏格兰的反思”是在苏格兰北部为期一周的ITE实践教学实习期间(clar, Mauri, Colomina, & Onrubia, 2019)撰写的原始定性反思性数据的叙述。英语教师叙述者识别语言差异,写作能力的比较,以及学生教师和学生之间的一对一联系,这些联系允许在第一年的课堂管理和教学中获得有益的互惠学习体验。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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