Influencing student teacher grammar cognitions: The case of the incongruous curriculum
| Autor: | Peter-Arno Coppen, Johan Graus |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
060201 languages & linguistics
Linguistics and Language Grammar Pedagogical grammar media_common.quotation_subject Teaching method Foreign language Cultivating Creativity in Education 06 humanities and the arts An Explanatory Sequential Study of Dutch Pre-Service and In-Service EFL Student Teachers [Teacher Cognitions on Form-Focused Instruction] Language and Linguistics Teacher education Language & Communication De professionele ontwikkeling van leraren The professional development of teachers 0602 languages and literature Premise ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Variation and Distance Psychology Curriculum Discipline media_common |
| Zdroj: | Modern Language Journal, 102, 4, pp. 693-712 Modern Language Journal, 102, 693-712 |
| ISSN: | 0026-7902 |
| Popis: | This study explored the role teacher education plays in influencing student teachers' pedagogical grammar cognitions—defined as what student teachers know, think, and believe regarding grammar instruction—on the premise that investigating the impact of teacher education (or lack thereof) is more fruitful when considering it the result of complex interactions between various teacher education influences (and prior cognitions) rather than the outcome of individual courses. An instrumental case study was conducted to examine how a TEFL (teaching English as a foreign language) bachelor degree program in the Netherlands attempted to impact student teacher cognitions on grammar instruction. For this purpose, various groups of stakeholders (16 student teachers, 10 teacher educators, and 6 school placement mentors) were interviewed, 30 hours of teaching were observed, and multiple data sources were triangulated. The outcomes demonstrate how several manifestations of incongruence, in secondary education as well as in teaching practice, fostered instead of challenged student teachers' traditional pedagogical grammar cognitions, which were further consolidated and reinforced—albeit unintentionally—in teacher education as a result of inconsistencies in the curriculum, incongruent teaching models, and confusion arising from the dichotomy between disciplinary knowledge and pedagogical content knowledge. [ABSTRACT FROM AUTHOR] |
| Databáze: | OpenAIRE |
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