Co-Constructing Practice in an Online ESOL Literacy Methods Course

Autor/inn/en	Peercy, Megan Madigan; DeStefano, Megan; Kidwell, Tabitha; Ramirez, Rebekah
Titel	Co-Constructing Practice in an Online ESOL Literacy Methods Course
Quelle	In: Professional Development in Education, 42 (2016) 5, S.752-766 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2015.1118707
Schlagwörter	Online Courses; Literacy Education; English (Second Language); Second Language Learning; Second Language Instruction; Sociocultural Patterns; Teacher Educators; Methods Courses; Teaching Methods; Teacher Education; Language Teachers; Preservice Teachers; Teacher Student Relationship; Synchronous Communication; Qualitative Research; College Faculty + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung; Fakultät
Abstract	Understanding how online approaches to teacher education can support teacher candidates (TCs) in the central work of teaching, that of engaging in practice with learners, has become increasingly important. This study is aligned with scholarship in core practices, which asserts that opportunities to examine, engage in and reflect upon the moment-to-moment activities of teaching are crucial for TCs to learn to do them well. The study aims to contribute to the exploration of opportunities for co-constructed TC learning by examining their learning experiences in online courses. Drawing upon a sociocultural theoretical framework, the study examines synchronous interactions between three TCs and their teacher educator in the context of a fully online English for speakers of other languages literacy methods course. Specifically, we explore the following research question: what opportunities do synchronous online lesson rehearsal cycles provide for TCs' co-construction of practice? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01