An Associate Professor and A Doctoral Student Learn From Each Other: Critical Friendship

Q2 Arts and Humanities

Electronic Journal of Foreign Language Teaching Pub Date : 2022-06-30 DOI:10.56040/msaa1914

Yustinus Calvin Gai Mali, Tom Salsbury

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引用次数: 2

Abstract

Teaching evaluation mechanisms are often a process of isolated reflection on teaching. In some cases, university lecturers also do not have support systems for their teaching development. Feelings of isolation and the absence of support systems, when taken together, hinder positive teaching-related changes in university instructors’ future classrooms. In this paper, the authors promote the idea of forming a critical friendship (CF) through the successful building of trust. This qualitative case study reports on a CF between an associate professor (as an observed lecturer) and a doctoral student (as a critical friend) at a state university in the USA. More specifically, the paper explores teaching lessons that both participants can gain from the CF. Data were garnered from video recordings of teaching practices from a course on methods for teaching English language learners, observation notes, and semi-structured interviews. This study reports on the CF’s success based on explicit principles around trust, reflection, peer observation, and interaction between the observed lecturer and the critical friend. Limitations of the current study and directions for further research are discussed.

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一个副教授和一个博士生相互学习:关键的友谊

教学评价机制往往是对教学进行孤立反思的过程。在某些情况下，大学讲师也没有支持他们教学发展的系统。孤立感和缺乏支持系统两者结合起来，会阻碍大学教师未来课堂中与教学相关的积极变化。在本文中，作者提出了通过成功建立信任来形成批判性友谊的观点。本定性案例研究报告了美国一所州立大学的副教授(作为观察讲师)和博士生(作为批评朋友)之间的CF。更具体地说，本文探讨了双方都能从CF中获得的教学经验。数据来自一门关于英语学习者教学方法的课程的教学实践录像、观察笔记和半结构化访谈。本研究基于信任、反思、同伴观察以及被观察的讲师与批评的朋友之间的互动等明确原则，报告了CF的成功。讨论了当前研究的局限性和进一步研究的方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Electronic Journal of Foreign Language Teaching Arts and Humanities-Language and Linguistics

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

40 weeks

期刊介绍： e-FLT is a peer-reviewed academic journal published by the Centre for Language Studies of the National University of Singapore. Its primary objective is to disseminate scholarly information on research and development in the field of Second and Foreign Language Teaching and Learning in Asia and beyond. It publishes articles and book reviews in English as well as in any of the following twelve languages taught at the Centre for Language Studies: Arabic, Chinese, French, German, Hindi, Indonesian, Japanese, Korean, Malay, Tamil, Thai and Vietnamese. It will also welcome any information on upcoming academic conferences, seminars or symposiums as a service to its readers. It is unique in that it is multilingual and practises the policy of accepting and publishing articles in twelve different languages. There will be two issues of e-FLT a year, appearing in the months of June and December. e-FLT is published electronically in the Internet to allow it to reach a wider audience in Asia and the rest of the world, while keeping production costs to a minimum, making it possible to grant free access to the journal. e-FLT focuses primarily on – but is not restricted to – the following areas of inquiry and development in Second and Foreign Language Teaching and Learning: Teaching Methodologies Curriculum Development and Syllabus Design Materials Design Teacher Education and Professional Development Theories of Second Language Acquisition Theories of Second and Foreign Language Teaching Innovations/New Technologies in Language Teaching Linguistics Theories and Language Teaching.