Download or read book The Development of Preservice English Teacher Beliefs about Literacy Teaching and Students written by Kelly Renee Simon and published by . This book was released on 2012 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development of preservice teacher beliefs is a complicated, non-linear process. It has been suggested that preservice teacher beliefs are highly impacted by their past histories as students, and that these beliefs act as a filter for interpreting the coursework and ideas in their teacher education programs. Understanding the way preservice teachers form beliefs can give insight into the choices teachers enact in practice. This dissertation considers the processes by which a cohort of 12 preservice English teachers formed beliefs about literacy, teaching, and learning in a 13-month professional program. The study traces the belief development of the research participants and identifies opportunities within the teacher education program that promoted nuances in perspectives related to literacy, teaching, and learning. Grounded theory was used to code and interpret the ethnographic data collected in six courses. Data included in-class discourse, reflective writing, online forum posts, and high stakes writing assignments staggered throughout the program. Analysis of this data indicated that when candidates integrated experiential evidencing and theoretical referencing into their written and spoken discourse, their beliefs were more nuanced. The findings also indicated that while candidates entered with pre-existing beliefs, these beliefs did not necessarily change, but instead developed within given contexts. This study therefore suggests a fresh way of framing forthcoming research on teacher beliefs, not as constructs that are static or in need of changing, but instead as resources that candidates draw from in relation to certain contexts and opportunities.
Download or read book Preparing Teachers to Work with English Language Learners in Mainstream Classrooms written by Luciana C. de Oliveira and published by IAP. This book was released on 2015-01-01 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with TESOL Press There is a growing need for knowledge and practical ideas about the preparation of teachers for English language learners (ELLs), a growing segment of the K-12 population in the United States. This book is for teachers, administrators, and teacher educators looking for innovative ways to prepare teachers for ELLs and will position teachers to empower these students. This volume will appeal mostly to those preparing teachers in contexts that have not have historically had large numbers of ELLs, but have had a high rate of recent growth (e.g., Midwestern U.S.). This work is the combination of teacher preparation and ELL issues. This volume is unique in tackling pre-service and inservice teacher preparation. Additionally, the chapters collectively aim to go beyond merely equipping teachers to meet the needs of ELLs, but to reach a level of effectiveness with the outcome of equity. The book highlights the knowledge, skills, and beliefs of teachers about ELLs. Part I addresses teacher perceptions of, and beliefs about, ELLs and teacher preparation specifically addressing what they should know in terms of students’ perspectives. Chapters attend to the experiences and beliefs of immigrant teachers about their roles, the role of service learning in teacher preparation, and the potential of understanding home literacy practices to change teacher beliefs about ELLs. Part II focuses on skills necessary to teach ELLs—writing skills teachers can draw on to inform their teaching practices, technological skills teachers need to develop, and skills related to focusing on the Common Core State Standards for English language arts and mathematics. Each chapter explicitly addresses implications for teacher education or professional development.
Download or read book On Literacy and Its Teaching written by Gail E. Hawisher and published by SUNY Press. This book was released on 1990-07-05 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book recognizes and embraces the complexities of modern English teaching. It presents English teachers and teacher educators with a critical view of current professional issues and concerns in the belief that these groups need, and want, to participate in curricular and professional reform movements that affect them and their students. The book examines such issues as the interconnectedness of the study of language, literature, and composition; curricular problems in language instruction in teacher education; the relationship between our traditional notions of literature study and our emerging view of literacy in the contemporary information age; and the ways in which current theory and research can be translated into innovative designs for the teaching of written composition. On Literacy and Its Teaching is a powerful response to the current challenge for innovation and change in English teacher education. With its broad scope, it provides a balanced overview and timely analysis of the field of English Education.
Download or read book Teaching Reading and Teacher Beliefs written by Xinyu Mo and published by Springer Nature. This book was released on 2020-09-30 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.
Download or read book An Analysis of the Literacy Beliefs and Practices of Faculty and Graduates from a Preservice English Teacher Education Program written by Raúl A. Mora Velez and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The following qualitative study explored changes in literacy beliefs and practices and changes in messages about literacy in Secondary English teacher education courses in the past 15 years. Four distinct groups affiliated with the University of the Midwest (methods course instructors, English instructors, recently graduated teachers, and teachers graduated after 7 years) participated in this study. Data sources included individual in-depth interviews and written documents from the twelve participants, including syllabi, English and methods course assignments, and blogs and websites. A conceptual framework coined 0́−permeable literacy continuum,0́+ which included ideas from five influential literacy paradigms, was the basis for data analysis. This analytical framework responded to a need in the literacy research for more comprehensive frameworks that do not equate literacy to reading or writing. Findings showed that participants0́9 literacy beliefs and practices have evolved to include ideas such as critical thinking, the use of multiple genres and forms of writing expression, and the integration of technology. However, the participants argued that working on formal aspects of language, including style and grammar are still pressing needs that the current context is ignoring. These lessons challenge traditional positions that have argued that literacy practices may become stagnant over time. These findings also challenge views of literacy and technology that create distinctions such as 0́−digital natives0́+ and 0́−digital immigrants.0́+ This study identified a dichotomy between conceptions of reading and views of writing. Whereas participants admitted that their own written practices had changed in varying (and sometimes radical) ways, they found little variation in the evolution of reading practices. This finding is an invitation to reconceptualize the research on literacy and English education, which has historically favored reading, to encompass the wider range of changes taking place in writing. It also calls for more dissemination and discussion about how reading is changing in the advent of new technologies. Participants reported that in both English and methods courses, discussions about integrating multicultural and canonical texts, technologies, and critical thinking, as well as paying attention to middle and high school students0́9 literacy practices, have become an important feature over the years. This finding challenges traditional assertions in the literature that English courses and instructors hold canonical views of literacy, reading, and literature. The messages stemming from English and methods courses, rather than mixed or contradictory, were overlapping and sometimes even complementary. This poses a challenge to the assumption that methods courses and Arts & Science instructors are moving in separate, sometimes antagonizing, directions. The findings in this study suggest a rethinking of traditional notions of literacy through a proposed new paradigm, Foundational Literacy. This paradigm would attend to elements of formal and informal language and other instructional considerations required for more critical thinking and a heightened use of technology. This study also confirmed my assertion that framing literacy paradigms as binary oppositions does not capture the true complexity of beliefs and practices found in today0́9s society. This study also calls for a deeper conversation about what it means to teach English to preservice teachers. This would include reflecting on what instructors still need to consider when preparing middle school and high school teachers. Finally, this study challenges teacher educators in methods courses and English to recognize that overlaps in the messages they are sending are more common than what they have traditionally thought. Future research should include the analysis of literacy events within classrooms, more research about how messages about beliefs and practices play out in other content areas, and more follow-up on the effects of policies from past and current administrations on instructors0́9 and teachers0́9 literacy beliefs and practices.
Download or read book Articulation and Documentation of Preservice Teachers Beliefs about Language Arts Instruction written by Jane L. Meyers and published by . This book was released on 1996 with total page 718 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Initial English Language Teacher Education written by Darío Luis Banegas and published by Bloomsbury Publishing. This book was released on 2017-05-18 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness.
Download or read book Picturing the Reader written by Michael Dicicco and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses a modified version of the Photovoice method to examine secondary English education pre-service teachers' beliefs. Because Photovoice has not been used to examine beliefs of this population, an additional aim of this study is to examine Photovoice as a reflection method. The research questions guiding this study are: 1. What are English education pre-service teacher beliefs' about teaching struggling adolescent readers? 2. What are English education pre-service teacher beliefs about themselves as readers? 3. In what ways, if any, did Photovoice facilitate reflection on beliefs about reading instruction? Findings suggest English education pre-service teachers had not considered struggling readers as part of their classrooms, did not understand the complexities of the reading process, held a deficit view of struggling readers, assumed a teacher's identity, saw reading as an experience/event, found the discussion in the Photovoice process helpful in reflection, Photovoice helped address some issues with teacher reflection, and Photovoice helped develop as well as capture beliefs. Implications for teacher education are discussed.
Download or read book International Handbook of Research on Teachers Beliefs written by Helenrose Fives and published by Routledge. This book was released on 2014-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Download or read book Teachers Thought Processes written by Christopher M. Clark and published by . This book was released on 1984 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building the Self Efficacy Beliefs of English Language Learners and Teachers written by Mark Wyatt and published by Taylor & Francis. This book was released on 2024-02-20 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education. Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers’ self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers. This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.
Download or read book Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts Volume II written by James Flood and published by Routledge. This book was released on 2015-04-22 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young. A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.
Download or read book International Perspectives on English Teacher Development written by Andrew Goodwyn and published by Taylor & Francis. This book was released on 2022-11-30 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time. With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction. International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.
Download or read book EFL Pre service Teachers Changing Beliefs about Learning and Teaching English written by Emre Debreli and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Content Area Reading and Learning written by Diane Lapp and published by Taylor & Francis. This book was released on 2005-04-11 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition The latest information on literacy strategies in every content area Research-based strategies for teaching students to read informational texts Up-to-date information for differentiating instruction for English-speaking and non-English speaking students An examination of youth culture and the role it plays in student learning A look at authentic learning in contexts related to the world of work Ways of using technology and media literacy to support content learning Suggestions for using writing in every content area to enhance student learning Ideas for using multiple texts for learning content A focus on the assessment-instruction connection Strategies for engaging and motivating students Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.
Download or read book Researching Educational Practices Teacher Education and Professional Development for Early Language Learning written by Sandie Mourão and published by Taylor & Francis. This book was released on 2024-06-03 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education. Investigating a range of European contexts, the book examines the effectiveness of teacher education for early language learning, covering contexts of multilingualism and English as a foreign language (EFL) with children under the age of 12. Split into three parts examining research into teacher practices, education, and curricula, chapters cover emerging topics such as teacher education and local linguistic encounters; global citizenship and transcultural education; linguistic landscapes and visual narratives; mixed-age classrooms and literacy skills; pre-service and in-service teacher education; and teacher and teacher educator competencies and beliefs. Offering a unique combination of foci on teachers, teacher education and classroom practice, this book will be of great interest to researchers and postgraduate students in the fields of early language education, multilingualism, EFL and teacher education more broadly. Student teachers and teachers working in early language learning contexts may also find the volume of interest. Introduction, Chapters 7, 11, 12 and 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Download or read book The Comparative Effects of Secondary English Mathematics and Science Teacher Beliefs on Literacy Instruction written by Rosa Sabie and published by . This book was released on 2019 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed the perceptions of secondary English, science, and mathematics teachers on the use of literacy in the classroom and the effect these perceptions had on the frequency and type of literacy instruction. Thirty-six public school teachers from six school districts across eastern Pennsylvania participated in an online survey with Likert-type items and open-ended responses. Six educators (two from each discipline) participated in an interview to corroborate and expand on the survey and open-ended responses. Qualitative research methods were used to analyze the data. Results showed nearly all teachers believed literacy skills were essential to student learning. Overall, the literacy strategies on which teachers received professional development and training were fewer than the strategies educators indicated using in the classroom. Data also revealed trends among English, science, and mathematics teachers. Science and mathematics teachers were more likely to feel less prepared, less confident, and less enjoyment in teaching literacy skills. Mathematics and science teachers were also more likely to believe covering the curriculum was more important than teaching literacy skills. When compared, it appeared the negative beliefs held by mathematics and science teachers affected the frequency of use of literacy techniques in the classroom. When compared to English teachers, science and mathematics teachers had lower frequencies of use of each literacy technique studied. Science and mathematics teachers also indicated using a lower number of total literacy strategies. Given the connection between literacy and student success in mathematics and science, this study may be of particular interest to administrators and educators looking to enhance student achievement through literacy instruction.
