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Title
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Verandering in professioneel taalgebruik in stagelessen als mogelijke indicator voor de groei van de beroepsvaardigheid bij tweedegraads leraren in opleiding : een wetenschappelijke studie vanuit een taalkundig pragmatisch perspectief naar de inhoud en het verloop van het leerproces ‘Leren Lesgeven’
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Author
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Abstract
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| This research focuses on the learning process "Learning to Teach" as it takes place during the initial teacher training. International and national sources have shown that little research has been done into the initial training of teachers and the conditions under which it can best be designed. By developing an understanding of the learning process "Learn to Teach", the teacher education curriculum can be better tailored to the student- teachers. The study therefore mapped the professional skills of student teachers at various times. A group of nearly 30 full-time students from the History, Dutch and Mathematics programs participated in the research. During their training, they made several lesson transcripts of the classroom interactions with their pupils in internship lessons. This means that all spoken interactions of these students with their pupils were recorded in writing and annotated in lesson transcripts. In the study, this professional language use of student-teachers in internship classes is seen as the expression of their professional skills and marks the learning process "Learning to Teach". The analyses of professional language use are focused on twelve profession-specific teaching events or class discourse events that are part of an internship lesson. These classroom discourse events contribute to the realization of task-oriented, lesson organizational and social- emotional functions of the classroom discourse in three domains. For the learning domain, the following classroom discourse events are included in the analyses: Homework assignment discussion, Asking questions, Instruction material (explanation), Learning material recapitulation, Scaffold lesson assignment, Teaching assignment discussion from the learning domain of the class. In the lesson organizational domain, the analyses focused on Explanation of class and lesson information, Lesson assignment instruction, Regulation of event execution and Making lesson transitions. As for the pedagogical domain, two events were examined: Interpersonal Conversations and Correction of deviant behaviour. These class discourse events were analysed on three elements: 1. The interactional structure, 2. The performative structure, 3. The information structure. In sub-study I, the contrast in professional skills between first and fourth-year student teachers was made visible. The emphasis here was on providing insight into differences and similarities in professional skills as the first glimpse of the learning process "Learning to Teach". The second sub-study focused on following eleven students during the four internship periods of the teacher training program. The emphasis here was on providing insight into any changes in the professional language use and professional skills at certain moments in the training in order to gain insight into the content and the course of the learning process "Learning to Teach". The results from both sub-studies show a similar picture. The similarities in professional skills are greater than the differences between first- and fourth-year students and professional skills change slightly during training. The conclusion is therefore that it cannot automatically be assumed that the didactic-lesson-organizational-pedagogical repertoire will change as a result of more teaching / internship experience and more training years. In the research, the possible backgrounds of this research outcome are discussed in detail. |
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Language
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Dutch
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Publication
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Antwerpen
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Universiteit Antwerpen, Faculteit Letteren & Wijsbegeerte, Departement Taalkunde
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2020
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Volume/pages
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619 p.
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Note
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Struyf, Elke [Supervisor]
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Verschueren, Jef [Supervisor]
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d'Hondt, Sigurd [Supervisor]
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Full text (open access)
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