A Planned Tutoring Experience: Exploring the Affordances on EAL Pre-Service Teachers' Developing Knowledge Base

Autor/inn/en	Payant, Caroline; Mason, Andrea
Titel	A Planned Tutoring Experience: Exploring the Affordances on EAL Pre-Service Teachers' Developing Knowledge Base
Quelle	In: Canadian Modern Language Review, 74 (2018) 4, S.603-626 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	English for Academic Purposes; Preservice Teachers; Language Teachers; Second Language Learning; Second Language Instruction; Teaching Methods; Knowledge Base for Teaching; Graduate Students; College Faculty; Teacher Educators; Teaching Experience; Tutoring; Methods Courses; Teacher Student Relationship; Sociocultural Patterns; Reflection; Student Attitudes; Portfolios (Background Materials); Lesson Plans; Instructional Materials; Feedback (Response) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Förderkonzept; Nachhilfeunterricht; Methodisch-didaktische Anleitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziokulturelle Theorie; Schülerverhalten; Lesson planning; Unterrichtsplanung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	To become effective teachers of Teaching English to Speakers of Other Languages (TESOL), developing an extensive knowledge base about language and about language learning/teaching is essential. In graduate TESOL programs, second language teacher educators often devise authentic teaching opportunities for pre-service teachers (PSTs); however, these teaching experiences tend to occur in the later stages of graduate training. The goal of the present study was to examine the affordances of introducing a planned tutoring program during the first semester of a graduate TESOL program on PSTs' developing knowledge base. During the final weeks of a teaching methodology course, 13 PSTs were each paired with an English as an Additional Language (EAL) learner and enacted teaching in a safe environment while receiving guidance from their instructor. Drawing on Vygotskian-inspired theoretical concepts, a qualitative analysis of the participants' post-teaching reflections and of their portfolio (lesson plans, materials, instructor feedback) revealed how they applied, shaped, and transformed their understanding of pedagogical concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01