Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry

2016-12-01
Selvi, Ali Fuad
Martin-Beltran, Melinda
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
207
views
0
downloads
For decades, teacher educators have struggled to better prepare teachers who critically understand and utilize second language acquisition (SLA) theory and research. Using a sociocultural theoretical framework that positions teacher-learners as active users and producers of SLA theory, this study explores how teacher-learners in two sections of one capstone SLA course (offered in a graduate-level TESOL/World Language teacher education program) construct their SLA knowledge and praxis. We used thematic content analysis to examine our data set which included written artifacts teacher-learners produced during their course assignments, online discussion posts, observations of class discussions over sixteen weeks, and three questionnaires (completed before, in the middle, and at the end of the course). Findings revealed how teacher-learners externalized their understanding of SLA, struggled with contrasting perspectives, and resituated theory in light of past, present and future teaching. This study has implications for L2 teacher education by shedding light on processes of teacher learning and by offering an inquiry based model for SLA courses that prepare teacher-learners as transformative intellectuals and lifelong learners.
Knowledge-base, Praxis, Pedagogy, Teachers, Teacher education
https://hdl.handle.net/11511/64601
Education and Humanities, Article

Suggestions

Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles
Atas, Ufuk; Daloğlu, Ayşegül; Hilden, Raili K. (2021-10-01)
The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how teacher educators in two institutes in Finland and Turkey define their roles and knowledge base as teacher educators, professional development practices, problems in ...
Developing teacher learning progressions for K-12 engineering education: teachers’ attitudes and their understanding of the engineering design
Mesutoğlu, Canan; Baran Jovanovic, Evrim; Department of Educational Sciences (2017)
Teachers at the K-12 level have a critical role in including engineering in their instruction. More teachers who are equipped with the knowledge and skills necessary to teach science using the engineering design process are needed. Aiming to build tools to measure and track the progress in teacher’ attitudes and their understanding of the engineering design process suggested the use of learning progressions approach. The purpose of the study was to develop two teacher learning progressions for K-12 engineer...
Teacher candidates’ preparedness for teaching in multicultural classrooms in the Viennese context
Subaşı, Şeyda; Akar, Hanife; Department of Educational Sciences (2013)
The purpose of this study was to examine how teacher education programs in Vienna prepare teacher candidates for teaching in culturally diverse classrooms based on teacher candidates’ self-reports. The study was designed as a mixed method design and data were collected via a questionnaire including both close-ended and open-ended items. The participants of the study included 468 teacher candidates studying in four different teacher education institutions in Vienna.The findings suggested that the overall pre...
Teacher learning in and from practice : the case of a secondary mathematics teacher
Çelebi İlhan , E. Gül; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2013)
The purpose of this research was to explore teacher learning in and from practice while inquiring their own classroom instruction/practice. Teacher professional development or learning opportunities have been receiving criticisms regarding their limitations in responding teacher’s needs all around the world. Besides, with the rise of discursive research in mathematics education what teachers say and how they say it within classrooms is believed to play an important role on students’ mathematical learning. T...
Teachers' Beliefs on Professional Learning
Saydam, Deniz (2019-10-01)
There has recently been an increasing interest in teacher learning, opportunities available for professional development of teachers, and teachers' beliefs regarding professional learning. This study aims to review the literature on what and how language teachers learn through professional learning experiences, what beliefs they hold about the learning experiences they are involved in, and the contribution of professional learning experiences to classroom practice. Following the thematic review of studies o...
Citation Formats
A. F. Selvi and M. Martin-Beltran, “Teacher-learners’ engagement in the reconceptualization of second language acquisition knowledge through inquiry,” SYSTEM, pp. 28–39, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/64601.
METU IIS - Integrated Information Service open@metu.edu.tr