Reframing My Practices: Reconsidering Post-Secondary World Language Education

Autor/in	Huhn, Christina
Titel	Reframing My Practices: Reconsidering Post-Secondary World Language Education
Quelle	In: Teacher Development, 25 (2021) 5, S.687-705 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2021.1970000
Schlagwörter	Educational Change; National Standards; Second Language Learning; Second Language Instruction; Language Teachers; Postsecondary Education; Higher Education; Teaching Methods; Teacher Educators; Teacher Education Programs; Curriculum Development; Knowledge Base for Teaching; Best Practices; Teacher Attitudes; Experienced Teachers; Diaries; Teacher Effectiveness; Ethnography; Communicative Competence (Languages); Reflection; Grammar; Error Correction; Professionalism; Classroom Environment; Educational Technology + Suchen Sie Ihr Suchwort? Bildungsreform; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Diary; Tagebuch; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ethnografie; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Grammatik; Korrektur; Professionalität; Klassenklima; Unterrichtsklima; Unterrichtsmedien
Abstract	As our post-secondary landscape evolves to address the needs of the next generation of learners and future educators, it is important to explore the potential conflict between the teaching methods employed by teacher educators and what we ask our pre-service teachers to enact. Amid the challenges facing many teacher preparation programs (including World Languages) are a changing student population, declining enrollments, limited budgets, teacher shortages, and overall changes in post-secondary education. The need for curricular change in post-secondary programs is long-standing. Publishing accounts of our classroom practices contributes to the professional dialogue and knowledge base, modeling for our future educators the application of best practices in our profession. This self-study explores the classroom practices of one experienced World Language educator, using the National Standards for Foreign Language Learning and TELL project as frameworks, and contributes to a gap in the research on post-secondary World Language teaching and teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01