Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English

Autor/in	Channa, Liaquat Ali
Titel	Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 23 (2020) 1, S.117-136 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Professional Identity; English (Second Language); Elementary School Teachers; English Instruction; English Teachers; Public Schools; Compulsory Education; Foreign Countries; Rural Schools; Males; Student Centered Learning; Educational Experience; Observational Learning; Pakistan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English langauage lessons; Englischunterricht; English language lessons; Public school; Öffentliche Schule; Schulpflicht; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Male; Männliches Geschlecht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungserfahrung; Imitationslernen
Abstract	An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers' lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English--the subject mandated in recent curricular reforms--and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01