Listen to the Voices of Foreign Language Student Teachers: Implications for Foreign Language Educators

Diaz‐Greenberg, Rosario; Nevin, Ann

doi:10.1080/14708470308668106

Cited by 16 publications

(4 citation statements)

References 6 publications

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“…Despite its popularity, the MATESOL practicum is both an under-theorized and under-explored re-search area (Crookes, 2003). To date, empirical studies have provided descriptions of MATESOL practicum models (Crookes;Flowerdew, 1999;Stoynoff, 1999), have explored practicum students' needs and perceptions of the practicum (Brinton & Holten, 1989;Diaz-Greenberg & Nevin, 2004;Hall Haley, 2004;Velez-Rendon, 2006), and have reported on practicum course instructors' beliefs about the practicum (Crookes;Richards & Crookes, 1988). During the practicum, practicum students participate in the classroom of an experienced L2 teacher who is most commonly referred to as a cooperating teacher.…”

Section: Introductionmentioning

confidence: 99%

Cooperating Teachers’ Roles and Responsibilities in a MATESOL Practicum

Payant¹,

Murphy²

2012

TESL

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Responding to a gap in relevant literatures, this study explores cooperating teachers’ perceptions of their roles and responsibilities as contributors to the practicum experiences of preservice teachers of English as a second language who were pursuing a master’s degree. Research tools featured focus group and individual interviews with 11 cooperating teachers who were working with practicum students. Findings include a perceived lack of communication between cooperating teachers and practicum course instructors, inadequate written descriptions of cooperating teachers’ roles and responsibilities, missed opportunities to develop more fully the quality of cooperating teacher-practicum student collaborations, as well as cooperating teachers’ recommendations for enhancing the practicum experiences of those involved.

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Section: Introductionmentioning

confidence: 99%

Cooperating Teachers’ Roles and Responsibilities in a MATESOL Practicum

Payant¹,

Murphy²

2012

TESL

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“…La razón principal que fomenta esta idea de tener diferentes voces es el hecho de que, en la educación tradicional, las voces que generalmente se escuchan son las que pertenecen al gobierno, personal administrativo en la escuela y, a veces, los profesores, pero los profesores de inglés en formación han sido silenciados y, desde éste punto de vista, deben ser escuchados porque representan el futuro de la profesión (McLaren, 2002;Ramos Holguin, 2019). Escuchar las voces de los profesores de inglés en formación podría ayudar a los mentores y al personal administrativo a ser más receptivos y conscientes de las dificultades, formas de acercamiento a la educación, alternativas en metodologías e incluso diferentes aspectos culturales que pueden afectar la enseñanza y el aprendizaje de idiomas (Diaz-Greenberg & Nevin, 2003).…”

Section: Las Voces En La Práctica Pedagógicaunclassified

Los profesores de Inglés (re)clamando por un cambio en el concepto de formación inicial de profesores

Castañeda-Trujillo¹

2019

ENLE.JOU

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La formación inicial de profesores de inglés se nutre de muchas voces, también se tienen en cuenta postulados de la Pedagogía Crítica. Los docentes en formación, solicitan que esas voces sean escuchadas, pues se hace necesario conocer las experiencias pedagógicas desde su perspectiva de sus protagonistas. Este artículo, intenta rescatar las voces de los profesores de inglés en formación, a través del análisis de sus reflexiones escritas, durante el proceso de práctica pedagógica. Los principales hallazgos muestran que los profesores de inglés en formación claman por un cambio en los procedimientos y la forma de ver la práctica docente, así como también el rol principal que tienen los mentores para poder escuchar las voces de los profesores de inglés en formación. Se concluye, entonces, que una alternativa de pedagogía crítica abre el espacio para ser reflexivo, comprender el contexto propio y problematizarlo y, posteriormente, lograr un cambio.

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“…Research on foreign and second language (L2) teacher learning has shown that many NTs feel unprepared to address culture (Byram & Risager, 1999) and that culture often receives limited attention in L2 teaching methods courses (Byrd, Hlas, Watzke & Valencia, 2011;Wilbur, 2007). Promising practices for preparing novice L2 teachers to teach about culture include participation in cultural exchanges (Byram & Risager, 1999;Kohler, 2015), reflection about previous intercultural experiences (He, 2013, Peiser & Jones, 2014, and engaging with texts that represent the diverse experiences of members of different cultures (Diaz-Greenberg and Nevin, 2003;Flechtner & Chapman, 2011), Teachers' beliefs, the affective understandings that underlie teachers' professional decision-making (Pajares, 1992), develop from their personal experiences (Bullough & Knowles, 1991), their own experiences with schooling (Lortie, 1975), and their exposure to formal pedagogical knowledge (Grossman, 1990;Shulman, 1987). Research on L2 teacher beliefs has shown that beliefs can vary among individuals in the same setting (Peiser & Jones, 2014) and individual teachers' beliefs can also change over time (Kohler, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating Cultural Divides: The Learning, Practices, and Beliefs of Novice Indonesian Teachers of English

Kidwell¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Language education prepares students to engage with people from different cultures, an essential skill in the 'post-truth' era. In some contexts, such as Indonesia, language teachers are also expected to uphold local cultural values. To learn more about these dual demands, this qualitative case study investigated the learning, beliefs and practices of novice Indonesian English teachers regarding teaching about culture. Findings indicate that teachers have few opportunities to learn about how to teach about culture, but that those who have had intercultural experiences themselves are more likely to adopt a globally-oriented approach and experiment with including cultural content in their lessons. This study's implications reveal a need for language teacher education programs to more purposefully address the teaching of culture and to support novice teachers' participation in intercultural encounters. With stronger preparation, teachers might more effectively prepare students to engage across difference.

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Listen to the Voices of Foreign Language Student Teachers: Implications for Foreign Language Educators

Cited by 16 publications

References 6 publications

Cooperating Teachers’ Roles and Responsibilities in a MATESOL Practicum

Cooperating Teachers’ Roles and Responsibilities in a MATESOL Practicum

Los profesores de Inglés (re)clamando por un cambio en el concepto de formación inicial de profesores

Navigating Cultural Divides: The Learning, Practices, and Beliefs of Novice Indonesian Teachers of English

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