國立虎尾科技大學 |

A Qualitative Case Study of Spanish Teaching Assistants and Online Language Instruction.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Qualitative Case Study of Spanish Teaching Assistants and Online Language Instruction./
作者:	Harsma, Elizabeth.
面頁冊數:	1 online resource (129 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Adult education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355660586

A Qualitative Case Study of Spanish Teaching Assistants and Online Language Instruction.
Harsma, Elizabeth.

A Qualitative Case Study of Spanish Teaching Assistants and Online Language Instruction. - 1 online resource (129 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The purpose of this case study was to explore the perceptions and experiences of Spanish foreign language graduate teaching assistants in online language instruction through the lens of two theoretical models and their intersections, Teacher Efficacy and Technological Pedagogical Content Knowledge. The final purposive sample included two Spanish foreign language graduate teaching assistants from a Midwestern public university who participated in a semi-structured interview and shared documents related to their online Spanish teaching experience. Pattern matching coding was used to identify four emergent themes that were concomitant across research questions 1, 2, and 3: (a) Organization and lesson planning in an online environment bolstered confidence, (b) Vicarious experiences modeled online course structure and organization, (c) Reports of positive student experience boosted teacher self-efficacy, and (d) Technology challenges negatively impacted teacher confidence. Two minor themes were found specific to research question 2: (a) Development of communication strategies in a technological environment, and (b) Technology use to help students master challenging concepts. Recommendations for practice were Foreign Language Graduate Teaching Assistant training programs should (a) differentiate preparation for classroom versus online instruction and (b) should include an assistant teaching opportunity prior to their own teaching assignment. Three recommendations for future research included (a) a qualitative narrative study to examine these themes in different educational contexts, (b) a mixed methods study to investigate change in FLTA teacher self-efficacy and TPACK over time, and (c) a quantitative correlation study to examine FLTA teacher self-efficacy, TPACK, and student achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355660586Subjects--Topical Terms:

555548
Adult education.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Case Study of Spanish Teaching Assistants and Online Language Instruction.
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