Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks

This study investigated second language (L2) teacher learners' abilities to theorize from practice and their perceptions of this theorizing experience. Fifty-four L2 teacher learners completed a theorizing task probing for their conceptualization of ‘learner engagement’. Focus-group interviews...

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Veröffentlicht in:Teaching and teacher education Jg. 129; S. 104151
Hauptverfasser: Nguyen, Mai Xuan Nhat Chi, Dao, Phung, Iwashita, Noriko, Spinelli, Franciele
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Elsevier Ltd 01.07.2023
Schlagworte:
L2 teacher education
Learner engagement
Personal practical knowledge
teacher Theory
Theorizing from practice
Personal practical knowledge
Learner engagement
teacher Theory
Theorizing from practice
L2 teacher education
ISSN:0742-051X, 1879-2480
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Zusammenfassung:This study investigated second language (L2) teacher learners' abilities to theorize from practice and their perceptions of this theorizing experience. Fifty-four L2 teacher learners completed a theorizing task probing for their conceptualization of ‘learner engagement’. Focus-group interviews were later conducted with 17 participants. Findings show that the teacher learners were able to generate their theories of learner engagement, which strongly aligned with expert conceptualizations. Notably, their personal theory was formed by their personal practical knowledge (PPK), including knowledge of the subject matter, instruction, and contexts. These findings demonstrate the usefulness of guiding L2 teacher learners to theorize from practice and suggest a framework for L2 teacher educators to promote theorizing within language teacher education courses. •Teachers were able to form their theories of learner engagement following atheorizing task.•Teacher utilized their personal practical knowledge to generate their own theories oflearner engagement.•Teachers felt empowered to have the opportunity to theorize from practice.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2023.104151