Knowledge Ecology for Conceptual Growth: Teachers as Active Agents in Developing a Pluriliteracies Approach to Teaching for Learning (PTL)

Autor/inn/en	Coyle, Do; Halbach, Ana; Meyer, Oliver; Schuck, Kevin
Titel	Knowledge Ecology for Conceptual Growth: Teachers as Active Agents in Developing a Pluriliteracies Approach to Teaching for Learning (PTL)
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 3, S.349-365 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coyle, Do)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1387516
Schlagwörter	Teaching Methods; Multiple Literacies; Criticism; Second Language Learning; Cultural Differences; Faculty Development; Teacher Educators; Professional Autonomy; Course Content; Second Language Instruction; Language of Instruction; Discourse Analysis; Learning Processes; Language Usage; Educational Principles; Interdisciplinary Approach; Bilingual Education; Educational Theories; Meetings; Networks; College Faculty; Language Teachers; Foreign Countries; Program Descriptions; Language Role; English for Academic Purposes; International Cooperation; Europe + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Zweitsprachenerwerb; Kultureller Unterschied; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Berufsfreiheit; Kursprogramm; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Diskursanalyse; Learning process; Lernprozess; Sprachgebrauch; Bildungsprinzip; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bilingual teaching; Bilingualer Unterricht; Educational theory; Theory of education; Bildungstheorie; Meeting; Tagung; Fakultät; Language teacher; Sprachunterricht; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Europa
Abstract	This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines, to work together from the start so that learning spaces were created where teacher development went alongside researcher development, and theorizing was not only inclusive of praxis but validated by it. A growth cycle emerged using theories of practice as the medium for critique, disagreement and consensus which this article seeks to interpret through an ecological lens. The development of the theoretical constructs, therefore, involves shared ownership and is embedded in the development of pedagogic practices. This approach does not end with a theoretical model but continues growing a principled practice model which prioritizes teacher agency for further critique and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01