The Adaptive Expertise of Expert ELT Textbook Writers

Autor/in	Atkinson, Dawn
Titel	The Adaptive Expertise of Expert ELT Textbook Writers
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 3, S.603-617 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atkinson, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688219893119
Schlagwörter	Expertise; Authors; Textbook Preparation; Second Language Learning; Second Language Instruction; English (Second Language); Material Development; Interviews; Teacher Education; Teaching Experience; Problem Solving; Pedagogical Content Knowledge; Thinking Skills; Transfer of Training; Self Efficacy; Language Teachers + Suchen Sie Ihr Suchwort? Expert appraisal; Author; Autor; Autorin; Lehrbucharbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterialentwicklung; Interviewing; Interviewtechnik; Lehrerausbildung; Lehrerbildung; Problemlösen; Pädagogische Kompetenz; Denkfähigkeit; Training; Transfer; Ausbildung; Self-efficacy; Selbstwirksamkeit; Language teacher; Sprachunterricht
Abstract	Although the ELT (English Language Teaching) materials development literature points to the influence of classroom experience on materials design, the literature is less specific about "how" such experience affects skilled textbook writing. Drawing primarily upon concurrent verbalization and pre- and post-concurrent verbalization interview data collected from two expert ELT textbook writers as they produced coursebook content, this study finds the participants tapped their English language teaching and teacher training experience -- with "experience" operationalized here as knowledge and skills developed as a result of time and effort spent operating in a domain -- during writing episodes when using problem-solving skills, navigating constraints, applying pedagogical reasoning skills, and engaging repertoire. The participants, in other words, were able to effect transfer from the neighbouring domains of English language teaching and teacher training to the expertise domain of ELT textbook writing, demonstrating adaptive expertise. This study demonstrates the usefulness of collecting data while participants are writing to discover how transfer effects and adaptive expertise are realized in real-time work and thus makes an important contribution to the research field of materials development. In addition, the results of this study may benefit teachers who look to textbooks for guidance as they develop pedagogic confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01