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"It Kind of Made Me Think: Is This the Real Me? Is This Really Who I Am?" A Mixed Methods Investigation of Teacher Learning and Teacher Development in CELTA Courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"It Kind of Made Me Think: Is This the Real Me? Is This Really Who I Am?" A Mixed Methods Investigation of Teacher Learning and Teacher Development in CELTA Courses./
Author:	Freitas, Danielle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	345 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-10, Section: A.
Contained By:	Dissertations Abstracts International82-10A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28259121
ISBN:	9798597082431

"It Kind of Made Me Think: Is This the Real Me? Is This Really Who I Am?" A Mixed Methods Investigation of Teacher Learning and Teacher Development in CELTA Courses.
Freitas, Danielle.

"It Kind of Made Me Think: Is This the Real Me? Is This Really Who I Am?" A Mixed Methods Investigation of Teacher Learning and Teacher Development in CELTA Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 345 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2021.

This item must not be sold to any third party vendors.

Every year, tens of thousands of English language teachers worldwide graduate from the University of Cambridge Certificate in Teaching English to Speaker of Other Languages (CELTA). Despite the significant impact this pre-service certificate exerts in the English language teaching (ELT) profession, research on Language Teacher Education (LTE) has traditionally relied on studies conducted in academic-based programs at higher education institutions. This mixed methods research investigates what it means for student teachers to learn how to teach and develop as English language teachers in CELTA courses. It also investigates the nature of such learning and development, and the ways in which student teachers learn how to teach and develop as teachers in CELTA. A three-phased "enhanced" exploratory sequential mixed methods research design was employed. In Phase 1, data from semi-structured interviews, course documents, classroom observations, field notes, diaries and a WhatsApp group chat were collected at 2 CELTA programs: one in the US, where the researcher co-taught the course, and the other in Canada. Findings showed that student teachers learned teaching knowledge and skills and that, through this learning, they interacted with teacher educators, peers and ESL students, interactions which influenced and were influenced by their emotions and teacher identity. In Phase 2, these findings were used to develop the teacher learning and development (TLD) Scale. Data collected from CELTA graduates and student teachers (N = 880) from 78 countries were analyzed and a novel TLD construct was identified. In Phase 3, mixed methods synthesis occurred, and findings revealed how, by self-regulating and being regulated by teacher educators and peers through the use of course activities, artifacts and concepts, student teachers internalized teaching knowledge and developed pedagogical content knowledge. Findings also showed how student teachers developed as individuals and teachers by resolving the dialectical contradictions that constituted the moving force for their teacher development as well as the forms of their teacher development. The importance of perezhivanie (commonly translated as "lived experience") as a lens to explain teacher development in LTE is discussed, and the concepts of teaching knowledge as praxis (TKP) and teacher's teaching knowledge as praxis (TTKP) are proposed.

ISBN: 9798597082431Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Language teacher education

"It Kind of Made Me Think: Is This the Real Me? Is This Really Who I Am?" A Mixed Methods Investigation of Teacher Learning and Teacher Development in CELTA Courses.
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506 $a This item must not be sold to any third party vendors.
520 $a Every year, tens of thousands of English language teachers worldwide graduate from the University of Cambridge Certificate in Teaching English to Speaker of Other Languages (CELTA). Despite the significant impact this pre-service certificate exerts in the English language teaching (ELT) profession, research on Language Teacher Education (LTE) has traditionally relied on studies conducted in academic-based programs at higher education institutions. This mixed methods research investigates what it means for student teachers to learn how to teach and develop as English language teachers in CELTA courses. It also investigates the nature of such learning and development, and the ways in which student teachers learn how to teach and develop as teachers in CELTA. A three-phased "enhanced" exploratory sequential mixed methods research design was employed. In Phase 1, data from semi-structured interviews, course documents, classroom observations, field notes, diaries and a WhatsApp group chat were collected at 2 CELTA programs: one in the US, where the researcher co-taught the course, and the other in Canada. Findings showed that student teachers learned teaching knowledge and skills and that, through this learning, they interacted with teacher educators, peers and ESL students, interactions which influenced and were influenced by their emotions and teacher identity. In Phase 2, these findings were used to develop the teacher learning and development (TLD) Scale. Data collected from CELTA graduates and student teachers (N = 880) from 78 countries were analyzed and a novel TLD construct was identified. In Phase 3, mixed methods synthesis occurred, and findings revealed how, by self-regulating and being regulated by teacher educators and peers through the use of course activities, artifacts and concepts, student teachers internalized teaching knowledge and developed pedagogical content knowledge. Findings also showed how student teachers developed as individuals and teachers by resolving the dialectical contradictions that constituted the moving force for their teacher development as well as the forms of their teacher development. The importance of perezhivanie (commonly translated as "lived experience") as a lens to explain teacher development in LTE is discussed, and the concepts of teaching knowledge as praxis (TKP) and teacher's teaching knowledge as praxis (TTKP) are proposed.
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