Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00134144" target="_blank" >RIV/00216224:14410/23:00134144 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1016/j.linged.2023.101186" target="_blank" >https://doi.org/10.1016/j.linged.2023.101186</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.linged.2023.101186" target="_blank" >10.1016/j.linged.2023.101186</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures

Popis výsledku v původním jazyce

This article focuses on how the correction practices of pre-service teachers change over a one-year period. This multimodal, longitudinal conversation analytic study is based on recordings of 22 EFL (English as a foreign language) classes taught by two pre-service teachers in lower secondary schools during their initial and final school placements. Several changes in the correction practices were observed in the final school placements: the pre-service teachers (1) used teacher-initiated student self-correction more frequently, (2) displayed no verbal orientation and less visual orientation to the teaching material, and (3) engaged more in clueing and pointing at inscriptions on the board. These findings document a shift from a rather mechanistic orientation to the teaching materials during the initial school placement to an orientation to the underlying structures and knowledge, and thus student understanding, during their final school placements.

Název v anglickém jazyce

Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures

Popis výsledku anglicky

This article focuses on how the correction practices of pre-service teachers change over a one-year period. This multimodal, longitudinal conversation analytic study is based on recordings of 22 EFL (English as a foreign language) classes taught by two pre-service teachers in lower secondary schools during their initial and final school placements. Several changes in the correction practices were observed in the final school placements: the pre-service teachers (1) used teacher-initiated student self-correction more frequently, (2) displayed no verbal orientation and less visual orientation to the teaching material, and (3) engaged more in clueing and pointing at inscriptions on the board. These findings document a shift from a rather mechanistic orientation to the teaching materials during the initial school placement to an orientation to the underlying structures and knowledge, and thus student understanding, during their final school placements.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA19-06763S" target="_blank" >GA19-06763S: Etnografie diverzity v pregraduální přípravě učitelů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

LINGUISTICS AND EDUCATION

ISSN

0898-5898

e-ISSN

1873-1864

Svazek periodika

76

Číslo periodika v rámci svazku

article ID 101186

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

15

Strana od-do

1-15

Kód UT WoS článku

001020605600001

EID výsledku v databázi Scopus

2-s2.0-85161650118