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Showing 2 results for Expertise
Mahmood Reza Atai, Esmat Babaii, Mandana Zolghadri,
Volume 20, Issue 1 (4-2017)
Abstract
| Initiation into contextualizing mindful second language teacher education (SLTE) has challenged teacher educators causing their retreat into mindless submission to ready-made standardized directives. To revive the starting perspective in curriculum development in light of the recent trend towards responsive SLTE, this practitioner research investigated how the context was incorporated into the initial program phase. We reported an intrinsic case self-study narrating the contextualization events unfolded in the first five sessions of an English language teacher education program in Karaj, Iran. Selected factors guided data mining in an interview, classroom interaction transcripts, reflective tasks, institutional documents, and the teacher educator’s journal entries and recollections. The data underwent meaning-oriented, temporally sequenced content analysis. We redrafted the resulting narrative after member checking, and critical reviews. Afterwards, we conducted a layered context-bound thematic analysis on the big story followed by further theme analysis of the existing and emerging facets of adaptive expertise. Engagement in this narrative inquiry developed awareness of her practices and professional agency, constraints and affordances within the context of SLTE program. The findings extend narrative knowledging to the wider professional community of SLTE. |
Mohammad Nabi Karimi, Mostafa Nazari,
Volume 22, Issue 1 (3-2019)
Abstract
| Knowledge representation, defined as the way individuals structure their knowledge and cognitive processing of events and the associated sense-making processes, is believed to influence teachers’ reasoning/thinking skills. While extensively researched in mainstream teacher education, this line of inquiry is essentially lacking in the L2 teacher education literature. To fill some of the void, the present study explored 36 – 18 novice and 18 experienced – EFL teachers’ representations of classroom management events. The teachers were presented with 8 fragments involving management problems in a novice teacher’s performance and were asked to provide their representations of the scenes. To explore likely differences between the two groups’ representations, the Mann-Whitney U test was used. Data analyses indicated that experienced teachers provided a significantly higher number of representations across majority of the categories of the coding scheme, except for disciplinary issues which were of prime concern to novice teachers. The implications of the study for pre-service and in-service teacher education are discussed. |
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