An Investigation of Perceptions & Teaching Practices of Highly-Regarded Second Language Teachers from Activity Theory & Ambitious Teaching Perspectives
| Autor: | Wang, Qian |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Education Philosophy
Educational Psychology Educational Technology Educational Theory Curricula Curriculum Development Education English As A Second Language Foreign Language Higher Education Instructional Design Modern Language Teacher Education Teaching second language education teacher education curriculum development instructional design foreign language online teaching Activity Theory Ambitious Teaching |
| Druh dokumentu: | Text |
| Popis: | The purpose of this multi-participant qualitative case study was to investigate effective teachings practices among highly-regarded second language teachers and how they developed during teacher education programs and in their careers. Furthermore, since COVID-19 has had a remarkable impact in every aspect of living worldwide, including in the field of education, this study also attempted to illustrate how highly-regarded second language teachers adapted to emergent remote teaching. The focal participates were six highly-regarded second language teachers, who were recommended by second language researchers, educators, and professional organization leaders as having outstanding and even innovative teaching practices. Data were collected through semi-structured interviews and analyzed qualitatively. Activity Theory and Ambitious Teaching guided this study and were utilized as theoretical frameworks. Themes related to the theoretical frameworks and patterns that appeared among these highly-regarded teachers were discussed. In order to cultivate second language learning and create effective second language classes, highly-regarded language teachers nurtured student-centered classrooms, that were enriched with inspiring and encouraging activities, multimodule tools, diverse literature and teaching materials, constructive support systems from teachers, peers, and parents, and inquiry-based instruction. These second language teachers also commonly demonstrated the caring features which were observed as they “went beyond the classroom” to connect with students at both academic and personal levels. In regard to adapting to remote teaching due to the COVID-19 pandemic, participants demonstrated the ability to be adaptive, and they were able to modify their lessons, strengthened with technological tools, and took advantage of students’ home learning environments. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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