“What am I going to do?” A veteran teacher's journey of teaching writing to newcomer English language learners

Abstract

This study looks at the reflections on successes and challenges of an English language arts (ELA) veteran teacher on teaching writing to two newcomer English language learners (ELLs). The research questions are as follows: (1) What does the veteran ELA teacher identify as challenges and successes in her reflections on teaching writing to two newcomer ELLs? (2) What does the veteran ELA teacher identify as new learnings about teaching ELLs in her reflections on teaching writing to two newcomer ELLs? Data consisted of documents the teacher submitted as part of an independent study: a journal, a presentation, and an essay. The themes identified during qualitative analysis of the data highlight the challenges and successes of specific classroom activities and strategies and their effect on ELL progress and on the teacher's self‐assessment.

Veteran teachers and digital technologies: myths, beliefs and professional development

“…Professional development, where there is a predominance of studies on teachers' professional life cycles (Ben-Peretz et al, 2018;Hargreaves, 2005;Louws et al, 2018;Meister & Ahrens, 2011) and professional knowledge (Asikainen & Hirvonen, 2010;Englund et al, 2017;Orlando, 2014;Woolley, 2019), are the main aggregating themes in studies on veteran teachers. In addition to these criteria, the idea of 'expertise' is also mobilised when it comes to defining veteran teachers (Andrei, Ellerbe & Kidd, 2019;Lakkala, 2015).…”

O ciclo de vida dos professores e a extensão da idade da reforma: Perspetivas de estudo a partir de uma revisão de literatura

“…Apesar das pequenas variações, a ênfase está no tempo de experiência e não no tipo de experiência. Poucos artigos mobilizam, para além do tempo de experiência, o que alguns autores chamam de "expertise", ou seja, habilidades e competências que atribuem especificidade à experiência (Andrei et al, 2019;Lakkala & Ilomäki, 2015). Estas especificidades precisam de ser identificadas e compreendidas (Fumoto, 2011), uma vez que professores veteranos podem ter um tempo de experiência alargado sem terem a tal expertise (Day & Gu, 2009).…”

“…Outros estudos que mobilizam exclusivamente o tempo de experiência, embora concordem que se trate de um tempo estendido, divergem subtilmente na duração deste tempo, que varia entre mais de 20 anos e mais de 25 anos(Day & Gu, 2009;Orlando, 2014;Thorburn, 2011Thorburn, , 2014. Predominam, entretanto, os estudos que concordam no tempo mínimo de 20 anos de experiência(Alhashem & Al-Jafar, 2015;Andrei et al, 2019;Arnau et al, 2004;Bartolini et al, 2014;Lowe et al, 2019;Woolley, 2019).Os estudos que se restringem ao uso do termo "professores experientes", no conjunto de artigos analisados, convergem para a definição de mais de 20 anos de experiência(Asikainen & Hirvonen, 2010; Baker et al, 2018;Bennett et al, 2013;Christodoulou & Osborne, 2014; de Paula, 2013; Meristo et al, 2013;Tuul et al, 2011). Estes termos, quando não submetido aos critérios deste estudo (mais de 20 anos de experiência e/ou mais de 50 anos de idade) apresentam uma grande divergência no que se refere à duração da experiência.…”

A Thematic Linguistic Analysis of TESOL Students’ Commitment to Intercultural Communication Values

“…Journals have a variety of forms and purposes (Barkhuizen, Benson, & Chik, 2014). Teacher belief journals predominantly describe reflections about their teaching practice (Andrei, Ellerbe, & Kidd, 2018; Farrell, 2007). This study analysed another genre: “response” journals, which include reactions to recommended reading and discussions presented in input sessions and reflections on cultural, theoretical, or philosophical issues (Ishihara & Cohen, 2010).…”