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Second Language Teacher Education: T...

Richter, Kenneth Geoffrey.

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Second Language Teacher Education: The Development of Pre-Service Teacher Cognitions about the Characteristics and Practices of Effective ESL Instructors.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Second Language Teacher Education: The Development of Pre-Service Teacher Cognitions about the Characteristics and Practices of Effective ESL Instructors./
作者:	Richter, Kenneth Geoffrey.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	473 p.
附註:	Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
Contained By:	Dissertations Abstracts International76-08A.
標題:	English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3648485
ISBN:	9781321457179

Second Language Teacher Education: The Development of Pre-Service Teacher Cognitions about the Characteristics and Practices of Effective ESL Instructors.
Richter, Kenneth Geoffrey.

Second Language Teacher Education: The Development of Pre-Service Teacher Cognitions about the Characteristics and Practices of Effective ESL Instructors. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 473 p.

Source: Dissertations Abstracts International, Volume: 76-08, Section: A.

Thesis (Ph.D.)--The University of Memphis, 2014.

This item must not be added to any third party search indexes.

My dissertation explores the impact of second language teacher education on the development of the pedagogic beliefs held by student teachers enrolled in the University of Guanajuato's Licenciatura en la Ensenanza de Ingles. Specifically, my research investigates the origins of these students' pedagogic beliefs, the development of their beliefs over the course of the four-year language teacher program, and the convergence of their beliefs and professional practices. The current research can be described as a synchronic, exploratory-descriptive study based on a cross-sectional investigation of participant beliefs. Repertory grid interviews were used as the primary method of data collection. The repertory grid technique (RGT or "rep grid") is the best known of several data solicitation instruments associated with the field of personal construct psychology. Data was subjected to both qualitative and quantitative inspection, including principal component and FOCUS analyses. Despite the use of statistical interpretation, the RGT is firmly grounded in qualitative, constructivist assumptions. As with any qualitative research, conclusions are necessarily tentative and must be heavily caveated. However, a number of findings seem sufficiently robust to be worthy of mention. These include the following: LEI students do not appear to significantly change their pedagogic beliefs as a result of second language teacher education; LEI student beliefs about pedagogy look to be primarily concerned with socio-affective aspects of teaching; LEI student attention seems to be as drawn to the personal characteristics and behaviors of their teachers as to the formal educational information these instructors provide; and LEI students tend not reflect on practice.

ISBN: 9781321457179Subjects--Topical Terms:

3423938
English as a Second Language.

Second Language Teacher Education: The Development of Pre-Service Teacher Cognitions about the Characteristics and Practices of Effective ESL Instructors.
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520 $a My dissertation explores the impact of second language teacher education on the development of the pedagogic beliefs held by student teachers enrolled in the University of Guanajuato's Licenciatura en la Ensenanza de Ingles. Specifically, my research investigates the origins of these students' pedagogic beliefs, the development of their beliefs over the course of the four-year language teacher program, and the convergence of their beliefs and professional practices. The current research can be described as a synchronic, exploratory-descriptive study based on a cross-sectional investigation of participant beliefs. Repertory grid interviews were used as the primary method of data collection. The repertory grid technique (RGT or "rep grid") is the best known of several data solicitation instruments associated with the field of personal construct psychology. Data was subjected to both qualitative and quantitative inspection, including principal component and FOCUS analyses. Despite the use of statistical interpretation, the RGT is firmly grounded in qualitative, constructivist assumptions. As with any qualitative research, conclusions are necessarily tentative and must be heavily caveated. However, a number of findings seem sufficiently robust to be worthy of mention. These include the following: LEI students do not appear to significantly change their pedagogic beliefs as a result of second language teacher education; LEI student beliefs about pedagogy look to be primarily concerned with socio-affective aspects of teaching; LEI student attention seems to be as drawn to the personal characteristics and behaviors of their teachers as to the formal educational information these instructors provide; and LEI students tend not reflect on practice.
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