Beliefs into Practice: A Religious Inquiry into Teacher Knowledge

Autor/in	Baurain, Bradley
Titel	Beliefs into Practice: A Religious Inquiry into Teacher Knowledge
Quelle	In: Journal of Language, Identity, and Education, 11 (2012) 5, S.312-332 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2012.723576
Schlagwörter	Teacher Characteristics; Classroom Techniques; Graduate Study; Knowledge Base for Teaching; Religious Factors; Teacher Attitudes; Teaching Methods; Faculty Development; Questionnaires; Christianity; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Student Relationship; Correlation; Moral Values + Suchen Sie Ihr Suchwort? Klassenführung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Christentum; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Moral value; Ethischer Wert
Abstract	In the field of teacher knowledge, "beliefs" is a large term narrowly constructed. The beliefs theorized, researched, and discussed are beliefs about technique, methodology, curriculum, classroom management, professional development, and similarly. Spiritual and religious beliefs are for the most part omitted. This study argues that they should be included, especially because they already fit the area of inquiry the field has defined for itself. Therefore, the purpose of this qualitative questionnaire study is to explore how Christian ESOL teachers perceive and describe putting their personal religious beliefs into practice in their professional lives. This study found that as a result of their religious beliefs, respondents believed they should (a) act in a loving or charitable manner toward their students; (b) respect all students as intrinsically valuable human beings; (c) teach in student-centered ways; and (d) witness to their Christian faith. Participants' responses illuminate the interrelationships and interactions among personal and professional beliefs in the formation of teacher knowledge. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10