A Novice Bilingual Teacher's Journey: Teacher's Noticing as a Pathway to Negotiate Contradictory Teaching Discourses

Autor/in	Musanti, Sandra I.
Titel	A Novice Bilingual Teacher's Journey: Teacher's Noticing as a Pathway to Negotiate Contradictory Teaching Discourses
Quelle	In: International Journal of Multicultural Education, 19 (2017) 2, S.146-162 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Beginning Teachers; Elementary School Teachers; Bilingual Teachers; Observation; Grade 4; Teaching Methods; Qualitative Research; Case Studies; Educational Practices; Semi Structured Interviews; Data Analysis; Classroom Communication; Questioning Techniques; Outcomes of Education; Language Acquisition; Bilingual Education; Texas + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Bildungspraxis; Auswertung; Klassengespräch; Befragungstechnik; Fragetechnik; Lernleistung; Schulerfolg; Sprachaneignung; Spracherwerb; Bilingual teaching; Bilingualer Unterricht
Abstract	This qualitative case study investigates a fourth grade novice bilingual teacher's repertoire of practice during her first year of teaching. Drawing on recent work on teacher noticing, the study explores how the teacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching while questioning practices and policies and how she negotiated contradictions through multiple attempts to redefine her teaching practices. Findings show how the teacher's ability to notice framed her possibility to bridge her understandings about teaching, her critical pedagogical discourse, and the contextual contradictory discourses predominant in her school about bilingual education. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01