Exploring English writing teachers’ self-directed development through the use of online resources in constrained contexts
This study reports on how English writing teachers empowered themselves to connect linguistic knowledge and online resources to develop students’ renewed understanding of writing beyond the structure level. Through qualitative analyses of one college English teacher’s reflections, his verbal interac...
| Published in: | Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje |
|---|---|
| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | Croatian English |
| Published: |
Faculty of teacher education
2020
|
| Subjects: | |
| Online Access: | https://hrcak.srce.hr/238106 https://hrcak.srce.hr/file/345759 https://hrcak.srce.hr/file/345745 |
| Summary: | This study reports on how English writing teachers empowered themselves to connect linguistic knowledge and online resources to develop students’ renewed understanding of writing beyond the structure level. Through qualitative analyses of one college English teacher’s reflections, his verbal interactions with students, as well as his students’ written documents and interviews, the study shows that in the process of self-development, the teacher experienced a diverse array of challenges. Despite this, the teacher’s self-development through the use of online resources was facilitated by his incorporation of linguistic knowledge, which ultimately helped his students transcend their previous writing practices, and reproduce culturally and linguistically effective written discourses. The study concludes that teachers’ self-development to facilitate students’ written communication in constrained contexts is useful, and synergizing online resources and linguistic knowledge is important to overcome challenges encountered in the process of self-development Ova studija pokazuje kako su nastavnici koji poučavaju vještinu pisanja na engleskome jeziku sami sebe educirali i spojili jezično znanje i online izvore kako bi kod studenata produbili razumijevanje pisanoga teksta izvan njegove osnovne strukturne razine. Studija se uglavnom oslanjala na kvalitativne analize refleksije sveučilišnoga nastavnika engleskog jezika, na njegovu interakciju sa studentima te na eseje studenata i intervjue s njima. Studija je pokazala da se u procesu samorazvoja nastavnik suočio s raznovrsnim izazovima. Usprkos tome, nastavnikov samorazvoj kroz primjenu online izvora bio je potpomognut njegovom integracijom jezičnoga znanja, što je u konačnici pomoglo studentima prevladati dotadašnji način pisanja i kreirati kulturno i jezično adekvatan pisani diskurs. Zaključak je studije da je nastavnikov samorazvoj koristan za razvoj vještine pisane komunikacije studenata u ograničenom kontekstu te da je sinergija online izvora i jezičnoga znanja važna u prevladavanju izazova s kojima se nastavnik suočava u procesu samorazvoja. |
|---|