Community languages school teachers’ pedagogical habitus in transition: an Australian perspective

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Multilingual Research Journal Pub Date : 2021-04-14 DOI:10.1080/19313152.2021.1911191

Hongzhi Yang, Huijia Shen

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引用次数: 1

Abstract

ABSTRACT This research investigated Australian community languages school (CLS) teachers’ emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had impacted the development of an expanding pedagogical habitus of three overseas-trained CLS teachers. Findings indicated that the teachers’ pedagogical habitus could have been shaped by their overall experience and understanding of the diverse contexts. The prior experience of the participants and their new learning from the professional development programs could help enhance and effect a change in their pedagogical habitus in a new educational context. A related finding was that teachers’ varied prior experiences and expertise may have determined the extent of their expanding pedagogical habitus in that it enriched (or inhabited) their instructional repertoires, through a process of engagement, reflection, negotiation and integration in a new context. Implications for teacher professional development were also considered.

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转型中的社区语言学校教师教学习惯:澳大利亚视角

摘要本研究调查了澳大利亚社区语言学校(CLS)教师的新兴教学习惯，特别关注影响他们在教学理解和实践中适应的关键动力。本研究采用访谈型个案研究设计，详细分析了三位海外培训CLS教师的教学习惯形成的主要影响因素及其相互作用。研究结果表明，教师的教学习惯可能是由他们的整体经验和对不同背景的理解形成的。参与者先前的经验和他们从专业发展项目中学到的新知识有助于增强和影响他们在新的教育环境中的教学习惯的变化。一个相关的发现是，教师不同的先前经验和专业知识可能决定了他们扩大教学习惯的程度，因为它丰富(或居住)了他们的教学曲目，通过参与，反思，协商和整合的过程，在一个新的背景下。对教师专业发展的影响也被考虑。

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来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.