Exploring Constructivist Social Learning Practices in Aiding Russian-Speaking Teachers to Learn Estonian: An Action Research Approach

Autor/inn/en	Kiilo, Tatjana; Kutsar, Dagmar
Titel	Exploring Constructivist Social Learning Practices in Aiding Russian-Speaking Teachers to Learn Estonian: An Action Research Approach
Quelle	In: Educational Action Research, 20 (2012) 4, S.587-604 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2012.727649
Schlagwörter	Action Research; Teaching Methods; Foreign Countries; Socialization; Speech Communication; Constructivism (Learning); Russian; Finno Ugric Languages; Second Language Learning; Mentors; Teacher Empowerment; Second Language Instruction; Reflective Teaching; Program Design; Native Speakers; Bilingual Education; Official Languages; Estonia + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Socialisation; Sozialisation; Russisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Programme design; Programmaufbau; Programmplanung; Muttersprachler; Bilingual teaching; Bilingualer Unterricht; Office language; Amtssprache; Estland
Abstract	Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget Somekh's eight methodological principles of inclusive action research, demonstrates the ways in which Estonian language learning in mentoring dyads can better empower foreign-speaking teachers' agency compared with traditional language classes. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10