Pre-service language teachers' perceptions of professional learning and development resulting from Greek as a Foreign Language teaching placements
Language teacher education research has convincingly shown that teaching placements can function as an opportunity for pre-service teachers to connect the theoretical knowledge acquired at university with actual classroom practices. Despite the extensive body of empirical research that has been gene...
| Autor: | |
|---|---|
| Tipo de documento: | artigo |
| Data de publicação: | 2022 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositório: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglês |
| OAI Identifier: | oai:ddd.uab.cat:251834 |
| Acesso em linha: | https://ddd.uab.cat/record/251834 https://dx.doi.org/urn:doi:10.5565/rev/educar.1396 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Professors de pràctiques Formació de professorat Desenvolupament profesional Professorat d'idiomes Formació de professors d'idiomes Pràctiques Pre-service teachers Teacher education Professional development Language teachers Language teacher education Placements Profesores en prácticas Formación de profesorado Desarrollo profesional Profesores de idiomas Formación de profesores de idiomas Prácticas |
| Resumo: | Language teacher education research has convincingly shown that teaching placements can function as an opportunity for pre-service teachers to connect the theoretical knowledge acquired at university with actual classroom practices. Despite the extensive body of empirical research that has been generated in different foreign language education contexts, the Greek context still remains under-investigated. The purpose of the current qualitative and longitudinal study-framed within Interpretative Phenomenological Analysis (IPA)-is to explore how seven pre-service language teachers of Greek as a Foreign Language (L2) reflect on their professional learning, development and growth as a result of their teaching placement at a language school in Barcelona, Spain. Their perceptions were gathered before and after their placements through questionnaires and interviews. Results showed that participants perceived their placement as crucial for their professional learning and development. They regarded reflective practices as having played a key role in their growth as teachers and professionals. The study concludes by discussing some implications for the design and development of L2 Greek teacher education programs. |
|---|