Preservice Teachers’ Developing Conceptions of Teaching English Learners

Kelly, Laura Beth

doi:10.1002/tesq.375

Cited by 51 publications

(32 citation statements)

References 30 publications

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“…This study contributes to the current literature by describing a range of conceptions of teaching that may empower or limit teachers’ use of virtual reality (VR) technology for the teaching of composition writing. Knowledge of teachers’ conceptions may also provide useful insight for teacher educators and policymakers to enhance educational practices ( Kelly and Beth, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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Phenomenographic research about teachers’ conception of teaching has consistently revealed that teachers’ conception of teaching influence their classroom practices, which in turn shape students’ learning experiences. This paper reports teachers’ conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study. Analyses of the semi-structured interviews establish seven conception categories that are specifically related to the use of ISV-VR for descriptive Chinese composition writing: (1) offering students more observational opportunities; (2) improving students’ writing skills; (3) promoting students’ learning participation and motivation; (4) shifting learning from teacher-centric to student-centric, (5) enhancing collaborative learning among students; (6) cultivating students’ positive values and moral character, and (7) shaping students’ self-identity as “writers.” The concurrent and convenient access to the ISV-VR resources was for the teachers an enriched and supportive environment for them to cultivate students’ writer identity. In addition, it was discovered that the structural relationships of the conceptions may be better organized along three axes of continuum: conception’s orientation, teaching attention locus, and understanding of writing. These categories form a hierarchy from skill-oriented to community-oriented, and finally to identity-oriented conception. The findings may provide researchers and practitioners with novel insight into the teaching of composition writing in the contexts of L1 acquisition supported by virtual reality technology.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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“…Internal tensions are those dissonances we encounter between who we are in this moment and who we would like to become; in other words, performed identities versus imagined identities (Kelly, 2018). These types of tensions might include, among others, conceptual versus procedural knowledge (Kanno & Stuart, 2011), theory and/or discourse versus practice (Kanno & Stuart, 2011;Song, 2016), who we believe we are versus who we "really" are, and even tensions arising as multiple identities compete within the teacher, such as marginalization versus privilege (Varghese et al, 2016).…”

Section: A Word About Tensionsmentioning

confidence: 99%

“…We know, for example, that teacher beliefs are integral to the formation of a teacher’s concept of the ideal LTI. However, Kelly (2018) found that teacher beliefs may not change very much in LTE programs—even such deficit views of learners as passive and teachers as deliverers of information—unless such change becomes an explicit focus of the teacher educator.…”

Section: Language Teacher Identity and Lti Developmentmentioning

confidence: 99%

“…The sources of external tensions are multiple. They include student expectations, administrative mandates, national educational policies, societal norms, political and economic agendas, parental expectations, curriculum constraints, and resource constraints, among others (Daniel, 2015; Kelly, 2018). For instance, a teacher may learn about the benefits of contract grading as an approach that places trust in students to take more responsibility for their own learning and may thus see herself as having the identity of a “critical pedagogue.” However, as she tries to claim this identity for herself at her first job, she may be informed by her administrators that she must follow a traditional system that requires grading on a curve.…”

Section: Language Teacher Identity and Lti Developmentmentioning

confidence: 99%

“…The good news is that external negative forces can be opposed or resisted (Kelly, 2018), but this resistance is contingent on the extent to which the teacher feels it is possible to do so (Haneda & Sherman, 2016). The extent to which the teacher realizes her vision of the ideal teacher, then, depends not just on how the teacher is positioned by more powerful others, but also on how the teacher positions herself as agent in a particular context (Haneda & Sherman, 2016; Xu, 2012).…”

Section: Language Teacher Identity and Lti Developmentmentioning

confidence: 99%

See 2 more Smart Citations

Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

Fairley

2020

TESOL Quarterly

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Language teacher identity (LTI) has become an increasingly central focus in language teaching recently, perhaps because identity is now defined as multiple, complex, shifting, socially constructed, and a site of struggle (Norton, 2013; Song, 2016)—and thus a construct that can and should be intentionally influenced (Varghese, Motha, Park, Reeves, & Trent, 2016). With greater understanding that social justice and a critical orientation to education are not only important but also the duty of educators to enact (Kubota & Miller, 2017), some advocate the placement of LTI development at the center of language teacher education (LTE; De Costa & Norton, 2017a; Varghese et al., 2016). However, the conceptualization of such intentional models of LTE needs development (Varghese et al., 2016). This article begins to conceptualize such an LTE program. The author theorizes LTI and the need for adopting an LTI that is transformative, agentive, and advocacy (TAA)‐oriented, and proposes a competencies‐based approach as a foundation for developing an LTE program centered on the development of a TAA‐oriented LTI, suggesting key competencies to include in such an approach. She presents practical affordances and activities that could be helpful in developing these competencies. The article ends with questions aimed at furthering this emerging scholarly conversation in the field.

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Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

et al. 2021

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Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual students. Using a participatory, dialogic research design, we draw on data from team meetings, teacher interviews, and classroom observations to describe how NTs reflected on and enacted the CP Building a Positive Learning Environment in their daily work and how it helped humanize their practice. Findings indicate that NTs positioned multilingual students as individuals with complex academic, social‐emotional, linguistic, and behavioral strengths and needs; and enacted classroom management practices that were consistent, clear, culturally and linguistically responsive, and social‐emotionally supportive. We discuss how CPs may help NTs attend to these aspects of classroom management for multilingual students and develop practices that are humanizing.

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Preservice Teachers’ Developing Conceptions of Teaching English Learners

Cited by 51 publications

References 30 publications

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

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