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Dergiler / IOJET / 2020 / Cilt: 7 - Sayı: 1

HOW PARTICIPATORY IS LANGUAGE TEACHER EDUCATION?: TRAINEES’ PERSPECTIVES

Zeynep Gülşah KANİ
Dergi
IOJET
Sayfa
193–212
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

They showed willingness to undergo an authentic and meaningfullearning/teaching experience by expressing themselves through sustained participation in suchproject-based activities though they noted that there is still a need for the reconsideration of thewhole curriculum in line with a more transformative approach.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Within the complex “coral gardens” (Breen, 2001) of human learning and teacher education,participatory and mediational tools such as social relations, concepts and cultural artifacts orproblem-posing activities, deserve more time and effort as they are scarcely investigated.
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Temel Bulgular & Veri:A thick description of the trainees’ interpretations of their engagement withproject work displayed that participants supported the use of such tools as a teaching strategythat values themes and contents of their interest and choice regarding learning and teachinglanguage skills and research.
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Sonuç & Katkı:They showed willingness to undergo an authentic and meaningfullearning/teaching experience by expressing themselves through sustained participation in suchproject-based activities though they noted that there is still a need for the reconsideration of thewhole curriculum in line with a more transformative approach.
🔬Tür:Araştırma Makalesi
📍Kapsam:2001 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

Within the complex “coral gardens” (Breen, 2001) of human learning and teacher education,participatory and mediational tools such as social relations, concepts and cultural artifacts orproblem-posing activities, deserve more time and effort as they are scarcely investigated. Thisexploratory study with both cognitive-interactionist and sociocultural perspectives aims atshedding light on the ELT trainees’ views about the use of such tools through project workduring their pre-service teacher training courses at a Turkish university under a mixed-methodsresearch design. A thick description of the trainees’ interpretations of their engagement withproject work displayed that participants supported the use of such tools as a teaching strategythat values themes and contents of their interest and choice regarding learning and teachinglanguage skills and research. They showed willingness to undergo an authentic and meaningfullearning/teaching experience by expressing themselves through sustained participation in suchproject-based activities though they noted that there is still a need for the reconsideration of thewhole curriculum in line with a more transformative approach.

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Bu Makaleye Atıf Yap

KANİ, Z. G. (2022). HOW PARTICIPATORY IS LANGUAGE TEACHER EDUCATION?: TRAINEES’ PERSPECTIVES. IOJET, Cilt: 7 - Sayı: 1, 193–212. https://ajindex.com/articles/542209

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Kaynakça (11)

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