Sanchez, HS, Kuchah, K, Rodrigues, L et al. (1 more author) (2018) Pre-service language teachers' development of appropriate pedagogies: A transition from insightful critiques to educational insights. Teaching and Teacher Education, 70. pp. 236-245. ISSN 0742-051X
Abstract
This paper examines how pre-service teachers of Portuguese developed ideas about contextually appropriate pedagogies during their practicum as well as what they perceived as the impact of their pedagogical practices on student learning. The findings suggest that teacher education models which promote conscious critical reflection and teacher agency, and provide space for trainees to engage constructively both with their peers and with students are likely to generate innovative ideas for teaching which are appropriate to the specific contexts within which trainees teach.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017 Elsevier Ltd. This is an author produced version of a paper published in Teaching and Teacher Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Context-appropriate pedagogies; Pre-service teacher education; First language education; Brazil |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 21 Sep 2018 11:09 |
Last Modified: | 20 Dec 2019 01:38 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.tate.2017.11.024 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:136007 |
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