I felt like the enemy and the savior all at once\u27: English teacher identity in a methods course wiki

This study explores the identity constructions of two cohorts of preservice teachers enrolled in English methods courses during a semester of field experience. This research employs a qualitative methodology and documents the nature of participants responses posted to online wiki forum. Data sources include archived electronic interactions and course assignments such as reflective journals. Constant-comparative method as described by Creswell (2007), content analysis as described by Marshall & Rossman (2006), and Gee\u27s (2003) notion of affinity identity are used to examine the discourses and ideologies of methods students as they construct notions of English teacher identity. Study findings indicate a focus on the social practices of the domain of teaching secondary English and an absence of English Language Arts pedagogy and content, suggesting that developing teachers perceive the identity of an English teacher as a solitary, selfless giver who is responsible for nearly every aspect of classroom experience and interaction.\u2

Complete Volume (44)

Complete digitized volume (volume 44) of Communication and Theater Association of Minnesota Journal

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

“Emotion recollected in tranquillity’: Blogging for metacognition in language teacher education

Made familiar in relation to poetic endeavour by the great romantic poet William Wordsworth, the phrase “emotion recollected in tranquillity” refers to re-examining and making meaning from a phase of emotional engagement that has now passed. From recollecting in quieter times the tumult of feeling experienced in the past, the poet can step back from the emotion, and use such passion to create his art. Wordsworth develops his ideas in an appendix to his collected poems: For our continued influxes of feeling are modified and directed by our thoughts, which are indeed the representatives of all our past feelings; and, as by contemplating the relation of these general representatives to each other, we discover what is really important to men, so, by the repetition and continuance of this act, our feelings will be connected with important subjects

Research Trends in English Language Teacher Education and English Language Teaching

Research Trends in English Language Teacher Education and English Language Teaching presents a collection of articles about principled review of recent research conducted in the field of ELT and English language teacher education. This resource will be of interest to novice and experienced researchers who would like to see an overview of recent research trends in the field. The collection of research would hopefully shed light on themes and line of research along with implications and suggestions for further research. Each chapter examines studies published in prominent journals in the recent years and attempts to classify them in terms of focused topics, methodology and findings. The edited collection of research is a product of an international research group in the field of English language teacher education formed by Gazi University (Ankara, Turkey), the University of Évora (Évora, Portugal), Pomeranian University (Słupsk, Poland), and Boğaziçi University (Istanbul, Turkey). Research Trends in English Language Teacher Education and English Language Teaching is produced as part of the Erasmus+ project titled ILTERG, "International Language Teacher Education Research Group" (no. KA203-035295), funded by the Turkish National Agency and co- founded by Erasmus+. We would like to thank several other authors from different universities who have contributed to this work of international collaboration and we hope Research Trends in English Language Teacher Education and English Language Teaching could help teacher educators and novice researchers to benefit from the insightful findings of recent research trends collected in the book

Review of Learning in ICT-enabled Networks and Communities

This report is part of a project launched by IPTS with DG Education and Culture to study the innovations for learning, which are emerging in the new collaborative and informal settings enabled by ICT. The report gathers and analyses evidence from learning opportunities that are emerging in ICT-enabled networks and communities. In these new virtual spaces, participation is motivated by an interest to a topic, by creative production and by search for social connection. Online networks and communities emerge both within and across organisations as well as in a completely open and bottom-up manner. Accessing, following, and contributing to the communities can lead to a range of learning outcomes. New technologies afford tools and means for people to participate in communities in a personally meaningful way. However, not all individuals are necessarily equipped with skills or knowledge to benefit from these opportunities for their lifelong learning. Major challenges relate both to the initial barriers for accessing online communities with confident and critical digital competence and skills for self-regulated learning. Finding ways to identify, assess and certify relevant learning and new skills that can be obtained and practiced in these environments is a major task. The report argues that educational institutions should find ways to connect with and learn from these new learning approaches and settings in order to bring about their own transformation for the 21st century, and to support competence building for new jobs and personal development with a learner-centred and lifelong perspective.JRC.J.4-Information Societ