國立虎尾科技大學 |

Communities of Foreign Language Teachers as a Source of Professional Development.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Communities of Foreign Language Teachers as a Source of Professional Development./
作者:	Merrill, Margaret.
面頁冊數:	1 online resource (233 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
標題:	Foreign language education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369131468

Communities of Foreign Language Teachers as a Source of Professional Development.
Merrill, Margaret.

Communities of Foreign Language Teachers as a Source of Professional Development. - 1 online resource (233 pages)

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.

Includes bibliographical references

This dissertation study explored the interactions that constitute involvement in community among university foreign language instructors, including how to build community and how community involvement and community-type interactions contribute to the professional development of such instructors. The objective of the study was to provide a greater understanding of trends, patterns, and benefits of spontaneous community building among language teachers in order to discover ways to better use communities as sites of professional development. While previous research has shown that communities, especially communities of practice (Lave & Wenger, 1991; Wenger, 1998), can be sites of learning, and has explored communities among teachers and students in a variety of contexts, there is a scarcity of studies about community among these foreign language instructors.

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

Mode of access: World Wide Web

ISBN: 9781369131468Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

Communities of Foreign Language Teachers as a Source of Professional Development.
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Adviser: Diana L. Frantzen.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.
504 $a Includes bibliographical references
520 $a This dissertation study explored the interactions that constitute involvement in community among university foreign language instructors, including how to build community and how community involvement and community-type interactions contribute to the professional development of such instructors. The objective of the study was to provide a greater understanding of trends, patterns, and benefits of spontaneous community building among language teachers in order to discover ways to better use communities as sites of professional development. While previous research has shown that communities, especially communities of practice (Lave & Wenger, 1991; Wenger, 1998), can be sites of learning, and has explored communities among teachers and students in a variety of contexts, there is a scarcity of studies about community among these foreign language instructors.
520 $a Within the theoretical frameworks of sociocultural theory (Lantolf, 2000, 2006; Vygotsky, 1962; Wertsch, 1991) and activity theory (Engestrom, 2001; Johnson, 2009), this mixed methods study examined the self-reported involvement of these language instructors in communities of language teachers. Thirty-seven non-tenured/non-tenure track foreign language instructors at a large public university completed an online questionnaire, and 19 participated in follow-up interviews, including the collection of artifacts. The study investigated the types and frequencies of interactions that take place in language instructor communities, how departments or institutions can contribute to the growth of communities, and how instructors' beliefs about communities mediate their teaching practices.
520 $a Results revealed three categories of interactions among teachers: interactions about teaching, interactions about scholarship, and social interactions. There were some natural constraints in the reported frequencies of these interactions, some related to the nature of a given interaction (e.g., in graduate course work and at conferences) and some natural affordances (e.g., shared office space and regular department meetings). Trust, communication and relationships were shown to be key in the building of community. Instructors' attitudes and beliefs about their teacher communities were shown to be connected to their choices to share or not share teaching materials.
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