Multilingual Primary Classrooms: An Investigation of First Year Teachers' Learning and Responsive Teaching

Autor/inn/en	Cajkler, Wasyl; Hall, Bernadette
Titel	Multilingual Primary Classrooms: An Investigation of First Year Teachers' Learning and Responsive Teaching
Quelle	In: European Journal of Teacher Education, 35 (2012) 2, S.213-228 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2011.643402
Schlagwörter	Educational Research; Multilingualism; Cooperation; Foreign Countries; Teacher Attitudes; Beginning Teachers; Teaching Assistants; Teaching Methods; Student Attitudes; Interviews; Elementary School Teachers; Teacher Education; Teacher Collaboration; Bilingual Teacher Aides; English (Second Language); Second Language Learning; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Mehrsprachigkeit; Multilingualismus; Co-operation; Kooperation; Ausland; Lehrerverhalten; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	This article draws on the analysis of 26 interviews with newly qualified primary teachers (NQTs) in one multilingual city in England, towards the end of their induction year. Interview analysis focused on three themes: developments in pedagogic practice, collaboration with colleagues, resolutions for change or development. Detailed thematic analysis confirmed that NQTs were engaged in reflection about how to respond to diversity, in some cases building on awareness raised in teacher education. Learning on the job was a frequent theme but five respondents still expressed lack of confidence about their approaches. Twenty-one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual. Implications of the study are that both teacher education and educational research programmes need to give further time to the study and development of linguistically responsive forms of teaching. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10