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Learning language teaching: The inte...

Dimitrieska, Vesna.

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Learning language teaching: The interplay between teacher cognition and teacher learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning language teaching: The interplay between teacher cognition and teacher learning./
Author:	Dimitrieska, Vesna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	328 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10196069
ISBN:	9781369320343

Learning language teaching: The interplay between teacher cognition and teacher learning.
Dimitrieska, Vesna.

Learning language teaching: The interplay between teacher cognition and teacher learning. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 328 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2016.

This study addresses the existing gap in research conducted on Certificate of English Language Teaching to Adults (CELTA) courses for pre-service teachers by investigating the critical interplay between language teacher cognition and teacher learning of three pre-service teachers. As an important layer, the impact of the teacher educator's/researcher's practices on that interplay was documented, adding a unique component to the pedagogical/learning equation. CELTA, a practice-oriented teacher preparation program for English as a foreign language (EFL) teachers, focuses on entry-level teaching skills (Richards, Ho, & Giblin, 1996; Burns & Richards, 2009). It was posited that pre-service teachers expand and deepen their conceptualizations about language learning and teaching through required reflexive practice while further developing and refining their teacher identity. By longitudinally following three trainees in their pre-, during, and post-CELTA learning, their reactions, thoughts and perceptions were collected through multiple data collection methods, including semi-structured interviews, observations, debriefings, and documents, during and after the CELTA.

ISBN: 9781369320343Subjects--Topical Terms:

3172312
Teacher education.

Learning language teaching: The interplay between teacher cognition and teacher learning.
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100 1 $a Dimitrieska, Vesna. $3 3284256
245 1 0 $a Learning language teaching: The interplay between teacher cognition and teacher learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 328 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Martha Nyikos.
502 $a Thesis (Ph.D.)--Indiana University, 2016.
520 $a This study addresses the existing gap in research conducted on Certificate of English Language Teaching to Adults (CELTA) courses for pre-service teachers by investigating the critical interplay between language teacher cognition and teacher learning of three pre-service teachers. As an important layer, the impact of the teacher educator's/researcher's practices on that interplay was documented, adding a unique component to the pedagogical/learning equation. CELTA, a practice-oriented teacher preparation program for English as a foreign language (EFL) teachers, focuses on entry-level teaching skills (Richards, Ho, & Giblin, 1996; Burns & Richards, 2009). It was posited that pre-service teachers expand and deepen their conceptualizations about language learning and teaching through required reflexive practice while further developing and refining their teacher identity. By longitudinally following three trainees in their pre-, during, and post-CELTA learning, their reactions, thoughts and perceptions were collected through multiple data collection methods, including semi-structured interviews, observations, debriefings, and documents, during and after the CELTA.
520 $a The current study drew on a sociocultural framework to track the social shaping of language teacher cognition holistically (Vygotsky, 1978). Farrell's (2015) reflective practice model was employed to examine reflexively my role in shaping the further pedagogical development of three pre-service teachers by taking on the dual role of teacher educator and researcher.
520 $a Findings point to prior language learning experiences, teaching practice, and observing other teachers as the most common factors in participants' development as language teachers. Additionally, participants' mediating processes and tools varied. Unlike the mediation patterns, there were more similarities in the internalization processes employed by the participants. Tensions and making connections emerged as the most common ways in which they internalized what they were learning. Due to varied trajectories, participants' transformations were embodied differently in each of the participants and were manifested as: wider repertoire of teaching strategies, attitudinal changes, improved overall awareness about language teaching, and newly adopted professional roles. Finally, my instructional practices as their teacher educator, along with my reflexivity revealed aspects of my own identity and the nature of the impact on participant's teacher identity development.
520 $a In order for teacher education programs to affect change, as the findings that emerged from the data point out, language teachers need opportunities to construct and reconstruct their language teaching conceptualizations and instructional practices by engaging in integrated reflective practices and dialogic interaction with other professionals.
590 $a School code: 0093.
650 4 $a Teacher education. $3 3172312
650 4 $a Foreign language education. $3 3172512
690 $a 0530
690 $a 0444
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertation Abstracts International $g 78-05A(E).
790 $a 0093
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10196069