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Sociocultural research on L2 reading in L1 settings: a critical review on the past 30 years 母语环境下二语阅读的社会文化研究:近30年的批判性回顾
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-11 DOI: 10.1108/etpc-09-2018-0080
L. Choi
PurposeWith an increasing emphasis on the reading development of L2 learners of English and a growing body of literature on L2 reading, it is now time to examine what the current research on L2 reading says about L2 learners’ reading development and to discuss what would be a desirable future for L2 reading studies. Focusing on the L2 reading of upper elementary, middle and high school students in L1 settings, this study aims to carefully, but critically, explore the major research studies published in the past three decades. In particular, it uses sociocultural and critical frameworks that view language as a social phenomenon and literacy as a constellation of socially contextualized practices to explore the issue of L2 reading.Design/methodology/approachTo identify key findings about L2 reading, a systematic literature review of studies examining L2 reading in L1 settings was conducted. A critical examination and analysis of 91 studies on L2 reading for upper elementary students (Grades 4-12) are presented here. Based on the literature review, the major issues addressed in the previous section are revisited, and the requirements of future research on L2 reading are discussed.FindingsThree major changes have taken place in L2 reading studies: from monolingual/L1-based research to multilingual/L2-based research; developing the socially situated model of literacy (literacies); and adopting a sociocultural and critical lens: L2 reading and L2 reading assessment. Based on the critical review of the major research studies published in the past three decades, this paper identifies the research and approach required to advance the field of L2 reading: the continua of L1 and L2 reading, macro–micro analysis of L2 reading context and diversification of L2 reading research.Originality/valueBased on a systematic literature review, it demonstrates the current trends in L2 reading research, to examine the key findings and implications, and to identify what additional research or paradigms are required to advance the field. The literature review presented in this paper helps language educators, policy-makers and school administers at all levels in both first-and second-language contexts to better understand the rapidly increasing number of L2 English learners in L1 classroom settings.
随着人们越来越重视第二语言学习者的阅读发展,以及关于第二语言阅读的文献越来越多,现在是时候检查当前的第二语言阅读研究对第二语言学习者的阅读发展的看法,并讨论第二语言阅读研究的理想未来。本研究着眼于小学高年级、初中和高中学生在母语环境下的第二语言阅读,旨在仔细但批判性地探索过去三十年发表的主要研究成果。特别是,它使用社会文化和批判框架,将语言视为一种社会现象,将读写能力视为一系列社会语境化的实践,以探讨第二语言阅读问题。设计/方法/方法为了确定关于第二语言阅读的主要发现,对母语环境下第二语言阅读的研究进行了系统的文献综述。本文对91项关于小学高年级(4-12年级)第二语言阅读的研究进行了批判性的审查和分析。在文献综述的基础上,本文回顾了前一节讨论的主要问题,并讨论了二语阅读未来研究的要求。二语阅读研究发生了三大变化:从单语/L2为基础的研究到多语/L2为基础的研究;发展识字的社会定位模式(识字);并采用社会文化和批判性的视角:第二语言阅读和第二语言阅读评估。本文在对近三十年来发表的主要研究成果进行批判性回顾的基础上,确定了推进二语阅读领域发展所需要的研究和方法:母语和二语阅读的连续性、二语阅读语境的宏观-微观分析和二语阅读研究的多样化。原创性/价值基于系统的文献回顾,它展示了二语阅读研究的当前趋势,检查主要发现和影响,并确定需要哪些额外的研究或范式来推进该领域。本文提出的文献综述有助于各级语言教育者、政策制定者和学校管理者在第一和第二语言环境中更好地理解母语课堂环境中第二语言学习者数量的迅速增长。
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引用次数: 0
Pedagogical utility of oral discussion versus collaborative drafting 口头讨论与协作起草的教学效用
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-11 DOI: 10.1108/etpc-10-2018-0086
Laya Heidari Darani, Nafiseh Hosseinpour
PurposeThe purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined.Design/methodology/approachTo achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting.FindingsThe results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement.Research limitations/implicationsThe findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction.Originality/valueAs there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.
目的:本研究的目的是调查和比较小组到整体学生主导的口头讨论和小组协作起草作为写作前任务对伊朗中级英语学习者写作表现的影响。此外,还检查了写作部分之间的差异。设计/方法/方法为了达到这些目标,120名中级英语学习者参加了一项前测后测研究,他们被随机分为两个实验组和一个对照组。三组学生都被要求为测试前和测试后写一份教科书评价报告。第一个实验组的写作前过程是由小组到全体学生主导的口头讨论,而第二个实验组则是小组合作起草。结果表明,这两个前任务都能有效地提高参与者的写作技巧,而协同起草的效率更高。此外,有人指出,通过协作起草,更多的写作部分得到了改善。因此,通过口头讨论创造的社会氛围和协作起草产生的脚手架有助于写作的提高。研究局限/启示本文的研究结果可以对第一语言(L1)作文教学和第二语言(L2)写作教学产生启示,因此,强调了社会建构主义方法在写作教学中的效用。由于目前还没有研究探讨小组到整体学生主导的口头讨论对英语学习者写作技能的影响,并将其与小组协作起草的影响进行比较,本研究的结果填补了文献中的这一空白。
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引用次数: 1
Teacher agency in a multiyear professional development collaborative 教师机构在多年的专业发展合作
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-11 DOI: 10.1108/etpc-11-2018-0099
Christopher J. Wagner, Marcela Ossa Parra, C. P. Proctor
PurposeThis paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners.Design/methodology/approachA longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices.FindingsChanges in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully.Practical implicationsThis collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners.Originality/valuePD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.
本文旨在报告两位教师如何参与一项为期五年的学校-大学合作的决定,该合作使用专业发展(PD)来促进多语言学习者教师的语言教学变化。设计/方法/方法采用纵向案例研究来考察两位教师的经验,以提供对课堂层面决策和教学实践变化的见解。当教师在课堂上对自己的学习和教学做出积极的选择时,教学实践就会发生变化。教师学习没有遵循一致的改进轨迹,并且包含矛盾,早期关于如何参与PD的决定影响了教师学习的速度和性质。通过个人决定如何与PD互动,教师们采用了新的教学实践来支持多语言学习者。积极的变化需要教师花更多的时间来成功地实施新的实践。这一合作表明需要长期的PD合作伙伴关系,重视教师的代理作用,以产生支持多语言学习者的教学变化。创意/价值在改变多语言学习者的识字教学中可以发挥关键作用。教师代理,包括教师就如何参与专业学习机会以及如何在课堂上制定新的教学实践所做的决定,介导了PD倡议的有效性。本纵向个案研究通过对长期校校合作中教师代理和学习的两个对比个案研究,有助于理解有效的PD。
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引用次数: 4
Emerging theory of teacher resilience: a situational analysis 新兴的教师心理弹性理论:一个情境分析
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-11 DOI: 10.1108/etpc-12-2018-0118
S. Drew, Cathy Sosnowski
PurposeThis study aims to explore the construct of teacher resilience. Researchers examined the relationship among complex risk (constraining) factors leading to burnout and attrition, as well as protective (enabling) factors that allow teachers to adapt and thrive within stressful school settings.Design/methodology/approachThis paper presents results from three focus groups comprised of 33 English language arts teachers across diverse school districts. Utilizing situational analysis, developed from grounded theory, the research plan included six stages: development of initial situational map honoring theoretical sensitivity, theoretical sampling, data collection, coding, memoing, sorting, revising of the initial map based on analysis and literature review to develop the relational map.FindingsThree propositions emerged beginning to comprise a theory of teacher resilience. (1) Resilient teachers embed roots in their school communities to withstand challenges, pulling from a sense of purpose to navigate constraining factors and benefit from enabling factors. (2) Resilient teachers embrace uncertainty, reframing negative experiences into learning experiences. Reframing helps teachers retain power, not cede it to situations, which helps balance constraining and enabling factors. (3) Teachers use relationships with colleagues, students and school leaders to endure challenges. The dynamic interaction between internal and external enabling and constraining factors is depicted on the situational map illustrating how factors counterbalance to either predict positive outcomes such as resilience and agency or negative outcomes such as burnout or attrition.Originality/valueDespite a robust international evidence base, there is a dearth of US studies exploring teacher resilience. This study proposes a theory of teacher resilience relevant to US schools and recommends practical applications and future research.
目的本研究旨在探讨教师心理弹性的建构。研究人员研究了导致倦怠和人员流失的复杂风险(约束)因素,以及使教师能够在压力重重的学校环境中适应和发展的保护性(使能)因素之间的关系。设计/方法/方法本文展示了由来自不同学区的33名英语语言艺术教师组成的三个焦点小组的结果。本研究计划以扎根理论为基础,运用情境分析法,分为六个阶段:基于理论敏感性的初始情境图的开发、理论抽样、数据收集、编码、记忆、整理、基于分析和文献回顾的初始情境图的修订,以开发关系图。发现出现了三个命题,开始构成教师弹性理论。(1)弹性教师扎根于学校社区,以抵御挑战,从目标感中汲取灵感,驾驭制约因素,并从有利因素中受益。(2)弹性教师接受不确定性,将负面经历重新构建为学习经历。重构有助于教师保留权力,而不是将其交给情境,这有助于平衡制约因素和促进因素。(3)教师利用与同事、学生和学校领导的关系来应对挑战。情境图描述了内部和外部使能和约束因素之间的动态相互作用,说明了这些因素如何相互抵消,以预测积极结果(如弹性和能动性)或消极结果(如倦怠或损耗)。原创性/价值尽管国际上有坚实的证据基础,但美国却缺乏探索教师弹性的研究。本研究提出了一个与美国学校相关的教师弹性理论,并提出了实际应用和未来研究的建议。
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引用次数: 38
Improving professional development relationships that support teacher learning 改善支持教师学习的专业发展关系
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-14 DOI: 10.1108/etpc-12-2018-0121
Danielle M. Lillge
PurposeCurrent top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation.Design/methodology/approachUsing a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning.FindingsA set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions.Research limitations/implicationsThese moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning.Practical implicationsTeaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning.Originality/valuePrevious research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.
当前自上而下的扫盲改革任务重新激发了对专业发展(PD)成果的关注。然而,为什么英语教师很难将他们学到的知识应用到实践中,这个问题仍然存在。重新关注理解专业发展(PD)促进者和教师之间复杂而关键的关系提供了一种解释。设计/方法/方法本文通过互动民族志中的一个生动的案例,说明了教师和辅导员如何通过使用语言有效地解决冲突,如果不加以解决,这些冲突可能会阻碍教师的专业学习。一组话语动作——标记、命名、请求和处理——提供了一个工具包,用于显示和成功解决PD交互中的冲突。研究局限/启示这些举措为在未来的研究中优先考虑教师与辅导员关系的重要性提供了一种方法,旨在解决如何最好地支持英语教师持续专业学习的长期难题。教学促进者和教师如何合作解决不可避免的冲突为支持教师和促进者的学习提供了必要的干预。原创性/价值先前的研究已经证实,辅导员和教师一样,在复杂的专业学习互动中需要支持。本文提供了一种语言来揭示为什么教师与促进者的互动对教师和促进者来说是如此具有挑战性,以及如何在当下有效地做出反应。它有助于更广泛地理解这些关系如何塑造多样化的英语教师学习。
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引用次数: 4
A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing 小学学生写作篇章结构与自主策略教学之比较
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-14 DOI: 10.1108/ETPC-07-2018-0070
Feng Teng
PurposeThis study aims to examine the writing outcomes of 6th-grade students learning English as a second language.Design/methodology/approachIn all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention.FindingsResults revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions.Research limitations/implicationsThe present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model.Originality/valueClassroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.
目的本研究旨在考察六年级学生以英语为第二语言学习的写作成绩。设计/方法/方法文本结构指导组(TSI)的45名学生与自我调节策略指导组(SRSI)的45名学生和接受传统写作指导的43名学生进行了比较。SRSI改编自自我调节策略发展(SRSD)模型(MacArthur et al., 2015)。SRSD模型包括自我调节写作策略、文本和体裁知识以及有声思考模型。研究结果允许对TSI和SRSI进行比较,其中不需要使用SRSD方法教授组织知识。在一个月的干预后,对写作结果进行测量,包括写作质量和主要思想的总结。结果显示,与传统教学相比,TSI组和SRSI组都表现出更好的写作效果。与传统教学组相比,每种技术都有独特的影响:SRSI对写作质量的影响,TSI对书面摘要中包含的主要思想的影响。对学生作文的语言和语篇分析表明,TSI组和SRSI组学习者在作文中都表现出较高的句法复杂性、内容组织和词汇多样性。研究局限/启示本研究提供了经验证据,表明SRSI写作策略或TSI的显式教学可以有效实施,并在小学二语学习者的书面输出中获得收益。自主写作策略与篇章结构知识之间没有明确的界限;正如前面的SRSD模型所建议的那样,这两种技术应该是互补的。原创性/价值基于课堂的研究解决了提高自我调节写作能力的需要。然而,对于小学生来说,写作变得更具挑战性。此外,写作是一个对认知要求很高的过程。写作中涉及的过多的过程可能是造成写作困难的因素之一。因此,熟练的写作依赖于文本结构知识的发展和自我调节能力的培养。
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引用次数: 12
Assessing students’ multimodal compositions: an analysis of the literature 评估学生的多模态作文:文献分析
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-14 DOI: 10.1108/etpc-11-2018-0092
Kate T. Anderson, Dani Kachorsky
PurposeThis article presents an analysis of empirical literature on classroom assessment of students’ multimodal compositions to characterize the field and make recommendations for teachers and researchers.Design/methodology/approachAn interpretive synthesis of the literature related to practices and possibilities for assessing students’ multimodal compositions.FindingsFindings present three overarching types of studies across the body of literature on assessment of student multimodal compositions: reshaping educational practices, promoting multiliteracies approaches to learning and evaluating students’ understanding and competence. These studies’ recommendations range along a continuum of more to less structural changes to “what counts” in classrooms.Research limitations/implicationsThis review only considers studies published in English from 2000to 2019. Future studies could extend these parameters.Practical implicationsThis analysis of the literature on assessing student multimodal compositions highlights foundational differences across studies’ purposes and offers guidance for educations seeking to revise their practices, whether their goals are more theoretical/philosophical, oriented toward reshaping classroom practice or focused on ways of measuring student understanding.Social implicationsRethinking assessment can reshape educational practices to be more equitable, more theoretically commensurate with teachers’ beliefs and/or include more thorough and accurate measures of student understanding. Changes to any or all of these facets of educational practices can lead to continued discussion and change regarding the role of multimodal composition in teaching and learning.Originality/valueThis study fills a gap in the literature by considering what empirical studies suggest about why, how and what to assess with regard to multimodal compositions.
目的本文对学生多模态作文课堂评价的实证文献进行分析,以描述该领域的特征,并为教师和研究者提出建议。设计/方法/方法对评估学生多模态作文的实践和可能性相关的文献进行解释性综合。研究结果表明,在评估学生多模态作文的文献中,有三种主要类型的研究:重塑教育实践,促进多种文字学习方法,评估学生的理解和能力。这些研究的建议从多到少的结构变化到课堂上的“什么是重要的”。研究局限性/意义本综述仅考虑了2000年至2019年用英语发表的研究。未来的研究可以扩展这些参数。本文对评估学生多模态作文的文献进行了分析,强调了研究目的之间的基本差异,并为寻求修改其实践的教育提供了指导,无论他们的目标是更理论化/哲理性的,还是以重塑课堂实践为导向,还是以衡量学生理解的方式为重点。重新思考评估可以重塑教育实践,使其更加公平,在理论上更符合教师的信念,并/或包括对学生理解的更彻底和准确的衡量。教育实践的任何或所有这些方面的变化都可能导致关于多模态作文在教学和学习中的作用的持续讨论和变化。原创性/价值本研究通过考虑实证研究提出的关于多模态作曲的原因、方式和内容的评估,填补了文献中的空白。
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引用次数: 12
Silenced by the gaps? The status of critical literacy in Scotland’s curriculum for excellence 被间隙沉默?批判性读写能力在苏格兰卓越课程中的地位
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-14 DOI: 10.1108/etpc-03-2019-0041
Jennifer Farrar, K. Stone
PurposeCritical literacy foregrounds the relationship between language and power by focusing on how texts work and in whose interests (Luke, 2012, p. 5). It is highlighted as an “important skill” within Scotland’s national educational framework for 3-18 year olds, the Curriculum for Excellence (CfE), yet, as this paper aims to show, what the concept means is far from clear for policy users (Scottish Government, 2009e).Design/methodology/approachUsing a lens that draws from critical discourse analysis, critical content analysis (Luke, 2001; Beach et al., 2009; Fairclough, 2010) and Ball’s method of policy analysis (2015), the authors find that the term “critical literacy” has been applied incoherently within key CfE documentation, including the frequent conflation of critical literacy with critical reading and critical thinking.FindingsThe authors argue that the CfE’s use of “critical literacy” is a misnomer, given that the version presented is an amalgamation of literacy-related competences drawing largely from psychological and not socio-political perspectives of literacy.Social implicationsThis is a missed opportunity, given the Scottish Government’s stated commitment to social justice in policy terms (Scottish Executive, 2000; Scottish Government, 2016), not forgetting the powerful benefits that a critically literate stance could bring to Scotland’s learners at this time of communicative change and challenge.Originality/valueWhile the authors offer a contextualized view of the ways in which the term “critical literacy” has been incorporated into Scottish educational policy, they propose that its implications go beyond national boundaries.
批判性读写能力通过关注文本如何工作以及谁的利益来强调语言和权力之间的关系(卢克,2012,第5页)。在苏格兰3-18岁儿童的国家教育框架中,它被强调为一项“重要技能”,即卓越课程(CfE),然而,正如本文旨在表明的那样,对于政策使用者来说,这一概念意味着什么还远远不够清楚(苏格兰政府,2009)。设计/方法论/方法使用批评性话语分析、批评性内容分析的视角(Luke, 2001;Beach et al., 2009;费尔克劳(Fairclough, 2010)和鲍尔(Ball)的政策分析方法(2015),作者发现,在CfE的关键文件中,“批判性素养”一词的应用并不连贯,包括经常将批判性素养与批判性阅读和批判性思维混为一谈。研究结果作者认为,CfE使用“批判性读写能力”是一种用词不当,因为所提出的版本是读写能力相关能力的融合,主要来自心理而不是社会政治的读写能力观点。社会影响考虑到苏格兰政府在政策方面对社会正义的承诺,这是一个错失的机会(苏格兰行政部门,2000;苏格兰政府,2016年),不要忘记在这个交流变化和挑战的时代,批判性文化立场可以给苏格兰学习者带来的强大好处。原创性/价值虽然作者对“批判性素养”一词被纳入苏格兰教育政策的方式提供了一种情境化的观点,但他们提出,它的含义超越了国界。
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引用次数: 3
Performing the performance assessment 执行绩效评估
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-14 DOI: 10.1108/etpc-11-2018-0104
S. Schmier
PurposeIn this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching experiences into their first years as fully certified classroom teachers. Here, the author draws on scholarship that conceptualizes literacies as performative (Alexander, 2005; Youdell, 2010) to examine how engaging in a standardized performance assessment process shaped the teaching identities that participants carried into their first years of teaching in the field.Design/methodology/approachThrough a qualitative case study, the author investigates the experiences of a group of six novice elementary educators in their first years in the classroom after completing the standardized performance assessment Educative Performance Assessment as a major component of their certification program. Data, which included focus group and individual interviews and artifacts (instructional handouts, teaching videos, lesson plans, written reflective commentaries), were analyzed through a performance lens.FindingsFindings highlight how engaging with a standardized performance assessment shaped the meanings that participants made of their teaching practices, including lesson planning and implementation for and with students from diverse linguistic and cultural backgrounds.Originality/valueThis paper offers insights that can support teacher educators working toward preparing teachers for work with diverse students in public school classrooms that might produce more equitable policies, practices and transformative reforms, particularly for historically marginalized groups.
在本文中,作者扩展了目前在职前教育中标准化绩效评估的研究,将新教师从学生教学经验转移到他们作为完全认证的课堂教师的第一年。在这里,作者借鉴了将识字概念化为表现性的学术(Alexander, 2005;Youdell(2010)研究了参与标准化绩效评估过程如何塑造了参与者在该领域第一年的教学身份。设计/方法/方法通过定性案例研究,作者调查了一组六名初级教育工作者在完成标准化绩效评估(教育绩效评估)作为其认证计划的主要组成部分后第一年在课堂上的经历。数据,包括焦点小组和个人访谈和文物(教学讲义,教学视频,课程计划,书面反思评论),通过表演镜头进行分析。研究结果强调了参与标准化绩效评估如何塑造了参与者对其教学实践的意义,包括为来自不同语言和文化背景的学生制定和实施课程。原创性/价值本文提供了一些见解,可以帮助教师教育工作者为公立学校课堂上与不同学生一起工作的教师做好准备,这可能会产生更公平的政策、实践和变革性改革,特别是对历史上被边缘化的群体。
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引用次数: 1
Fostering preservice teacher agency in 21st century writing instruction 培养21世纪写作教学中的职前教师代理
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-14 DOI: 10.1108/ETPC-12-2018-0129
Amber Jensen
PurposeThis paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms.Design/methodology/approachA case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis.FindingsDuring interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context.Originality/valueWhile most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.
目的:本文旨在建议英语教育工作者通过促使职前教师围绕身份、信仰和教学背景审视和(重新)构建话语,让他们在21世纪的写作教学中主动思考和行动。它探讨了元认知干预,支持一个PST承担机构实施二十一世纪的写作教学法,挑战制度和课程规范。设计/方法/方法采用案例研究设计来探讨一个PST在学生教学中如何在21世纪写作教学中发挥作用。在为期四个月的实习学期中,研究人员从五次刺激回忆访谈中收集数据,这些访谈促进了元认知。运用内容分析法对新兴主题进行分析。在采访中,PST构建了关于她自己、她的信仰和她的教学背景的叙述,这些叙述促进了她在规划教学、与学生构建学习框架以及与同事谈判时制定21世纪写作教学法的能力。PST认为元认知干预是一个支持性框架,可以激活她在第一次教学情境中“看到”和“销售”(Nowacek, 2011)实施21世纪写作指导的可能性。原创性/价值现有的关于教师能动性的文献大多关注的是教师的实践,而本文关注的是教师准备过程中的激活能动性。它借鉴了规范性话语(Mills, 2015)、迁移(Nowacek, 2011)和元认知理论作为代理结构,以确定英语教育者如何将pst作为变革的推动者。
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引用次数: 10
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English Teaching-Practice and Critique
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