| Autor: |
Dellagnelo, Adriana Kuerten, Agnoletto, Matheus Andre, Johnson, Karen E. |
| Předmět: |
|
| Zdroj: |
European Journal of Applied Linguistics & TEFL; 2022, Vol. 11 Issue 1, p45-58, 14p |
| Abstrakt: |
In most EFL classrooms, institutionally mandated textbooks and teacher’s manuals stand out as primary resources (Richards & Farrell, 2011); priming what and how teachers are supposed to teach. However, for novice EFL teachers to make the most out of these resources, they must be cognisant of the theoretical orientation and pedagogical principles which inform these resources so they can make informed decisions about appropriate use. This study investigates a series of mentoring sessions between an experienced EFL teacher (mentor) and a novice EFL teacher (mentee) as they negotiated the meaning and use of these mandated resources. The findings indicate the mentee’s view of teaching gradually shifted from grammaroriented to communicative, with “moments of reverberation,” in both her speech and activities, representing a window into the reiterative process of the internalisation of the theoretical orientation and pedagogical principles of the textbook and teacher’s manual. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
