The Role of Reflection in Developing Eupraxis in Learning to Teach English

Autor/inn/en	Smagorinsky, Peter; Shelton, Stephanie Anne; Moore, Cynthia
Titel	The Role of Reflection in Developing Eupraxis in Learning to Teach English
Quelle	In: Pedagogies: An International Journal, 10 (2015) 4, S.285-308 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2015.1067146
Schlagwörter	Case Studies; English Teachers; Beginning Teachers; Teacher Competencies; Concept Formation; Social Influences; Interviews; Experience; Observation; Student Teaching; Teaching Methods; Reflection; Professional Autonomy; Mentors; High Schools; Secondary School Teachers; Coding + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Lehrkunst; Concept learning; Begriffsbildung; Sozialer Einfluss; Interviewing; Interviewtechnik; Erfahrung; Beobachtung; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit; High school; Oberschule; Codierung; Programmierung
Abstract	This case study focuses on one beginning English teacher's work toward eupraxia, i.e., good practice informed by reflection in a setting in which a degree of free choice is available. The study uses a Vygotskian framework for studying concept development that focuses on the settings of human activity and how ambiguous social concepts are developed through engagement with others. Data include retrospective interviews for the reconstruction of prior educational experiences; and observations and interviews during student teaching and the first year of full-time teaching. Analysis focused on the problems attended to in teaching, the pedagogical tools employed to address those problems, and the attributions made to the source of those tools. Student teaching provided limits in terms of an incongruous curriculum and a laissez-faire mentor teacher. The first year of full-time teaching took place in a school that allowed teacher autonomy within limits, enabling the focal teacher to employ reflective practice to work toward eupraxis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06