Journal article
K-12 world language teachers’ use of conferences as professional development
Teaching and teacher education, Vol.124, p.104042
04/2023
DOI: 10.1016/j.tate.2023.104042
Abstract
This study investigates 12 world language teachers’ use of language teaching conferences as professional development (PD). Participants varied in languages taught, years of experience, and location in the US. Teachers were interviewed twice, once shortly after conference attendance and again at the end of the subsequent school year. Findings relate to perceived gains from active learning experiences such as observing lessons, being a language student, and coaching; collaboration and community for moral support and pedagogical changes; and the need to contend with overwhelm from the quantity of ideas presented. Implications for research, teacher education, and conference design are noted.
•Language teaching-specific conferences provided important learning experiences.•Active learning experiences were memorable, leading to some changes in practice.•Community at and through conferences was an important and lasting source of support.•Overwhelm from many ideas presented is a factor with which teachers must contend.
Details
- Title: Subtitle
- K-12 world language teachers’ use of conferences as professional development
- Creators
- Diane NeubauerPamela Wesely
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.124, p.104042
- Publisher
- Elsevier
- DOI
- 10.1016/j.tate.2023.104042
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Language
- English
- Date published
- 04/2023
- Academic Unit
- Education Administration; Teaching and Learning
- Record Identifier
- 9984371268702771
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