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

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.