Literaturnachweis - Detailanzeige
| Autor/in | Turner, Marianne |
|---|---|
| Titel | Emergent Identity and Dilemmatic Spaces: Pre-Service Teachers' Engagement with EAL Collaboration |
| Quelle | In: Teachers and Teaching: Theory and Practice, 22 (2016) 5, S.570-585 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2016.1158466 |
| Schlagwörter | Preservice Teachers; Learner Engagement; Teacher Education; Higher Education; Foreign Countries; English Language Learners; Language Teachers; Teacher Collaboration; Professional Identity; Interviews; Workshops; English (Second Language); Australia |
| Abstract | Integrationist policies that promote the mainstreaming of English language learners are well established in many English-speaking countries. This has led to the embedding of English as an additional language (EAL) methodology in teacher education, and also to the notion of collaboration between English language teachers and content area teachers. Teacher positioning is integral to the processes of collaboration, and in this article it is argued that both sociocultural identity constructs and the notion of dilemmatic spaces can be used jointly to explore this positioning. A framework that draws upon these two theoretical perspectives is discussed. It was developed to investigate pre-service teachers' (PSTs') perceptions of collaboration with EAL teachers, and is applied to three secondary PSTs who were undertaking an EAL methodology course in an Australian university. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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