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Teacher educators’ professional identity in English-medium instruction at a Finnish university ; Poklicna identiteta izobraževalcev učiteljev pri pouku vangleškem jeziku na finski univerzi
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In: CEPS Journal 11 (2021) 3, S. 9-33 (2021)
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Abstract:
Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education. (DIPF/Orig.)
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Keyword:
Academic sector; Berufliche Identität; ddc:370; Education; Englischunterricht; English language lessons; Erziehung; Fachdidaktik/Sprache und Literatur; Finland; Finnland; Higher education lecturer; Higher education teacher; Hochschulforschung und Hochschuldidaktik; Hochschullehrer; Interview; Language; Language skill; Lehramtsstudent; Lehrerausbildung; Linguistic Competence; Pädagogisches Handeln; Schul- und Bildungswesen; Sprache; Student teachers; Teacher education; Teacher training; Teaching of English; Universität; University; University teacher; University-teachers
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URL: https://www.pedocs.de/volltexte/2021/23347/pdf/cepsj_2021_3_Pappa_Moate_Teacher_educator.pdf https://www.pedocs.de/volltexte/2021/23347/ http://nbn-resolving.de/urn:nbn:de:0111-pedocs-233473
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22 |
Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 23 S. - (MEZ Arbeitspapiere; 10) (2021)
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23 |
Adaptive Kompetenzen von Kindern mit Down-Syndrom – ein Follow-up über zehn Jahre ; Adaptive competences of children with Down syndrome - a ten-year follow-up
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In: Empirische Sonderpädagogik 13 (2021) 2, S. 100-109 (2021)
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24 |
Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ...
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25 |
Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2) ...
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26 |
Legitime Sprachen, legitime Identitäten. Interaktionsanalysen im spätmodernen »Deutsch als Fremdsprache«-Klassenzimmer ...
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2) ...
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Sprachsensibel unterrichten – in allen Fächern und für alle Lernenden ... : Integrating content and language learning in all subjects and for all students ...
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29 |
Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder
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In: Children ; Volume 8 ; Issue 11 (2021)
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30 |
Применение технологии развития критического мышления на разных этапах формирования речевого лексического навыка ; Using of Critical Thinking Technology at Different Stages of Lexical Skill Formation
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31 |
How Local School-Based Speech-Language Pathologists Facilitate Skill Transfer and Generalization For Students Who Stutter
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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32 |
STUDENTS’ ATTITUDE TOWARD THE USE OF WATTPAD IN READING COMPREHENSION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 480-496 (2021) (2021)
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33 |
Status of English speaking skills in Turkish ELT departments: A nationwide survey
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 359-382 (2021) (2021)
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34 |
THE EFFECT OF VOCABULARY TOWARDS WRITING SKILL WITH READING SKILL AS MODERATING EFFECT
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 2, Pp 228-245 (2021) (2021)
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THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION STRATEGY ON STUDENTS’ READING AND VOCABULARY ACHIEVEMENT: A QUASI-EXPERIMENTAL RESEARCH
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 107-137 (2021) (2021)
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Secondary EFL Teachers’ Views Towards the Implementation of Peer Assessment: Between Opportunities and Challenges
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 352-364 (2021) (2021)
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The Implementation of Project-Based Learning’s Speaking Skill for Tenth Grade Vocational High School Students
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 19, Iss 2, Pp 374-390 (2021) (2021)
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Instagram as a Media to Foster EFL Students’ English Writing Skill
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 331-342 (2021) (2021)
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39 |
Learning Strategies in English Skills used by Good Language Learners in Millennial Era: A Positive Case Study in Universitas Negeri Makassar
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 28-40 (2021) (2021)
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Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung ...
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