Learning to be a Teacher: Development of EFL Teacher Trainee Interactional Practices
Learning to be a Teacher: Development of EFL Teacher Trainee Interactional Practices
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学习成为一名教师：英语教师实习生互动实践的发展
DOI：
10.37546/jaltjj32.2-1
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
David Aline
中科院分区：
文献类型：
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作者：
Yuri Hosoda;David Aline
应用会话分析（CA），本纵向研究探讨了教师培训生如何发展他们的课堂互动的做法，在一所小学，并在19个月的时间内构建自己的身份作为教师。本研究以两名日本大学生为研究对象，在一所小学的英语活动课中进行教学实习。30多个小时的课堂互动被视频记录和详细分析。对数据的观察表明，通过参与这一特定社区，学员在两个方面发展了课堂互动做法：向学生提供评估和主动给予指导。随着实习实践的发展，他们在成为教师时的社会行为也发生了变化。本研究展示了现场培训的积极作用，并描绘了初出茅庐的受训者在过渡到成为全面参与教师的过程。
Applying Conversation Analysis (CA), this longitudinal study examines how teacher trainees developed their classroom interactional practices in an elementary school and constructed their identities as teachers over a 19-month period. The analysis focuses on two Japanese university students participating as teacher trainees in English Activities classes at an elementary school. Over 30 hours of classroom interaction were video recorded and analyzed in detail. Observation of the data revealed that through participation in this particular community, the trainees developed classroom interactional practices in two areas: provision of assessments to students and initiative in giving directions. As the trainees’ interactional practices evolved, there were changes in their social actions in becoming teachers. This study demonstrates the positive effects of on-site training, and delineates the processes fledgling trainees undergo in transition to becoming fully participating teachers.
铃木浩：《香穗剧场的故事》人类学。
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语言学习视角：语言与认知模型
DOI：
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发表时间：
2007
期刊：
関西大学人間活動理論研究センターCHAT Technical Reports No.6
影响因子：
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作者：
Kite;Yuriko
通讯作者：
Yuriko