The Benefits of Apprentice Teaching with Undergraduates in German Language Class.

Autor/inn/en	Twark, Jill E.; Franch, Daniel J.; Vaughn, Paige
Titel	The Benefits of Apprentice Teaching with Undergraduates in German Language Class.
Quelle	In: Die Unterrichtspraxis - teaching German, 51 (2018) 1, S. 1-14 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.12051
Schlagwörter	Lehrerverhalten; Didaktik; Methodik; Teamteaching; Deutsch als Fremdsprache; Hochschule
Abstract	Although abundant research studies explore team teaching and co-teaching, research is lacking on apprentice teaching with undergraduates, especially in U.S. world language classes. This article presents a practical apprentice teaching model for teaching beginning German with undergraduate students. The model was successful because the professor and her apprentices engaged in "cogenerative dialogue" and produced a true collaboration. The experience yielded a set of pedagogical strategies and best practices reported here. Because world language teacher candidates need extensive mentoring to acquire the ability to manage classes along with achieving advanced low culture and language proficiency, universities must find innovative ways to educate these future teachers. One way to mentor them holistically is to collaborate with them as apprentices. In taking collective responsibility for learning and agency in the classroom, those who teach together are empowered to grow together and learning barriers are reduced. Students in co-taught classes report a heightened motivation to learn the course content. Apprentice teaching therefore produces benefits for the faculty mentor, the student teachers, and their language learners. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2