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|Title:||Voices from the Language Classroom|
Department of English, NTNU
This study sought to understand the nature of an experienced technological university English teacher's interactive decision-making as he enacted lessons, and to identify the conceptual model that may help explain his teaching practices. Previous lines of research have indicated that, for some teacher's, interactive decision-making involves more than simply maintaining established routines to assure smooth activity flow, and involves deviating from the pre-planned activities to attend to issues of content and pedagogy. In this study, inquiry focused on the contextual factors that would affect the expert teacher's interactive decision-making in a freshmen English classroom context. Using the qualitative method of purposeful sampling, an expert reading instruction teacher was studied for one semester to explore his interactive decision-making processes. Participant observation, field notes, audiotapes, questionnaires and interviews were the data collection procedures used in this study. Results indicated that better developed knowledge structures and effective classroom strategies, along with on-going monitoring, assessments and reflections, constituted this expert teacher's schemata, which in turn increased his skills in processing information in the unpredictable classroom world and led to his expertise in reading instruction. Although the results may not be generalizable to other teachers, they provide a holistic understanding of and fruitful insights for reading instruction.
|Appears in Collections:||英語教學|
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