Pre-Service English Teachers' Reflective Engagement with Stories of Exploratory Action Research

Autor/inn/en	Dikilitas, Kenan; Comoglu, Irem
Titel	Pre-Service English Teachers' Reflective Engagement with Stories of Exploratory Action Research
Quelle	In: European Journal of Teacher Education, 45 (2022) 1, S.26-42 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1795123
Schlagwörter	Preservice Teachers; Protocol Analysis; Teacher Education Programs; Professional Identity; Second Language Learning; Second Language Instruction; Language Teachers; Foreign Countries; Beginning Teachers; Action Research; Learning Processes; Preservice Teacher Education; Reading Skills; Student Attitudes; Writing (Composition); English (Second Language); Turkey + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Junior teacher; Junglehrer; Projektforschung; Learning process; Lernprozess; Lehramtsstudiengang; Lehrerausbildung; Reading skill; Lesefertigkeit; Schülerverhalten; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Türkei
Abstract	This paper investigates how reading and reflecting upon research published by other teachers could impact pre-service teachers in a language teacher education programme at a university in the west of Turkey. Adopting a holistic single case as the qualitative research approach, the study involved 53 first-year pre-service English teachers who were taking the course Reading Skills at the time for the current research and used data collected through written reflections and think-aloud protocols. We analysed the data through thematic analysis which revealed two major impact-based themes including conceptions of being a teacher and exploring teacher self. These helped us qualify the dimensions of the impact of reading and discussing stories of exploratory action research on the process of learning and development of pre-service language teachers. Drawing on our study, we offer implications for English language teachers and educators in pre-service language teacher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01