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 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Elsevier Ltd
01.07.2023
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| ISSN: | 0742-051X, 1879-2480 |
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| Abstract | 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. |
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| AbstractList | 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. |
| ArticleNumber | 104151 |
| Author | Dao, Phung Spinelli, Franciele Nguyen, Mai Xuan Nhat Chi Iwashita, Noriko |
| Author_xml | – sequence: 1 givenname: Mai Xuan Nhat Chi orcidid: 0000-0003-1276-8589 surname: Nguyen fullname: Nguyen, Mai Xuan Nhat Chi email: m.nguyen@mmu.ac.uk organization: Department of Languages, Information and Communications, Manchester Metropolitan University, All Saints Building, All Saints, Manchester, M15 6BH, UK – sequence: 2 givenname: Phung orcidid: 0000-0002-8612-5589 surname: Dao fullname: Dao, Phung email: pd543@cam.ac.uk organization: Faculty of Education, The University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UK – sequence: 3 givenname: Noriko orcidid: 0000-0002-1402-7365 surname: Iwashita fullname: Iwashita, Noriko email: n.iwashita@uq.edu.au organization: School of Languages and Cultures, University of Queensland, St Lucia Campus, St Lucia, QLD 4072, Australia – sequence: 4 givenname: Franciele surname: Spinelli fullname: Spinelli, Franciele email: f.spinelli@uq.edu.au organization: School of Languages and Cultures, University of Queensland, St Lucia Campus, St Lucia, QLD 4072, Australia |
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| CitedBy_id | crossref_primary_10_1080_02619768_2024_2422823 crossref_primary_10_1075_jerpp_00026_alj crossref_primary_10_1108_AEDS_07_2023_0082 crossref_primary_10_1177_00336882241292088 crossref_primary_10_1080_09571736_2025_2502733 crossref_primary_10_70577_ASCE_823_846_2025 crossref_primary_10_1017_S0261444824000181 crossref_primary_10_1016_j_system_2023_103127 crossref_primary_10_1080_13540602_2025_2500041 crossref_primary_10_70577_ASCE_1116_1143_2025 crossref_primary_10_1080_09658416_2025_2502427 crossref_primary_10_1177_13621688241253546 |
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| Keywords | Personal practical knowledge Learner engagement teacher Theory Theorizing from practice L2 teacher education |
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| Title | Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks |
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