Collaborative leadership in English language classrooms: engaging learners in leaderful classroom practices and strategies
Collaborative leadership in English language classrooms: engaging learners in leaderful classroom practices and strategies
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英语课堂中的协作领导：让学习者参与领导课堂实践和策略
DOI：
10.1080/13603124.2021.1990413
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发表时间：
2021
影响因子：
2.8
通讯作者：
Soyhan Egitim
中科院分区：
文献类型：
--
作者：
Soyhan Egitim
教师是课堂上的权威的观念在教育中根深蒂固，但这种观念似乎与民主教育的基本价值相矛盾。学校赋予教师很大的权力和决策权。教师如何在课堂上使用这种力量的教学意义还没有得到很好的理解。特别是在日语环境下，尽管语法翻译法对学习者的交际语言发展有阻碍作用，但大专院校的大部分英语课程都是以教师为中心的教学，强调语法翻译法。那么，语言教师为什么要坚持以教师为中心的教学呢？他们知道这不利于培养学生的交际语言能力。本研究认为，教师的领导身份对他们的教学和班级管理决策有影响，因此，在日本的教育环境中，学生在课堂上的领导实践值得进一步研究，以解决学生在积极参与和交际语言能力方面的挣扎。对来自日本多所大学的教师进行了一系列半结构化访谈。解释现象学分析(IPA)用于数据分析，以反映参与者的生活体验以及他们如何理解这些体验。研究结果表明，通过参与者的合作领导身份培养的教学和班级管理策略被证明在创造一个开放、民主和参与式的课堂环境方面是有效的。这种新的学习环境有助于培养学生的学习习惯，这似乎对发展他们的交际语言能力是有效的。
The perception of the teacher as the authority in the classroom is deep-rooted in education yet this notion seems to contradict the fundamental values of democratic education. Schools grant teachers an abundance of authority and decision-making power. The pedagogical implications of how teachers use this power in the classroom are not well-understood. Especially in the Japanese context, a majority of English language classes in pre-tertiary institutions are taught through teacher-centered instruction with an emphasis on the grammar-translation method despite its impeditive effects on learners’ communicative language development. Then, the question becomes why language teachers insist on teacher-centered instruction knowing that it is not conducive to developing students’ communicative language competence. This study argues that teachers’ leadership identity is influential in their pedagogical and class management decisions and thus, leadership practices in the classroom warrant further investigation to address students’ struggle with active participation and communicative language competence in the Japanese educational settings. A series of semi-structured interviews were held with teachers from various Japanese universities. Interpretative Phenomenological Analysis (IPA) was used for the data analysis to reflect the participants’ lived experiences and how they made sense of those experiences. The findings indicated that the pedagogical and class management strategies fostered through the participants’ collaborative leadership identity proved to be effective in creating an open, democratic, and participatory classroom environment. This new learning environment helped nurture learning habits in students which appeared to be effective in developing their communicative language competence.
事件相关电位研究的语言/语言心理学方法 (3)
DOI：
--
发表时间：
2003
期刊：
臨床脳波 45・7
影响因子：
--
作者：
萩原裕子;有路憲一
通讯作者：
有路憲一