Poklicna identiteta izobraževalcev učiteljev pri pouku v angleškem jeziku na finski univerzi
Povzetek
Čeprav obstajajo različne oblike poučevanja v angleškem jeziku (ang. English-medium instruction – EMI), so različni načini, kako lahko EMI vpliva na pedagoške dejavnosti in strokovno znanje visokošolskih učiteljev, deležni manj pozornosti. Ta študija z osebnimi in s pisnimi intervjuji z devetimi izobraževalci učiteljev na finski univerzi preučuje najpomembnejše vidike, ki jih ti zaznavajo pri svojem delu z EMI, in kako so ti vidiki povezani z razumevanjem njihove poklicne identitete. Študija teoretično temelji na medsebojno povezanih konceptih pedagoškega delovanja, pedagoškega bivanja, pedagoškega odnosa in pedagoškega jezikovnega zavedanja. Tematsko analizirani podatki so poudarili načine, na katere se pedagoško bivanje, delovanje in odnos vrtijo okrog prisotnosti in vloge tujega jezika v EMI, pa tudi sočasna razhajanja in priložnosti, ki jih EMI ustvarja. Pedagoško bivanje je bilo podlaga za usmeritev izobraževalcev učiteljev EMI v njihovo delo in različne načine, kako jezik vpliva na občutek sebe, saj so izobraževalci učitelji delili, kako poskušajo razumeti disjunkcije EMI in se nanje odzvati. V smislu pedagoškega delovanja EMI vpliva na to, kako izobraževalci učiteljev izvajajo svojo prakso in odnose, ki jih razvijajo s študenti, vendar pa je v ospredju pedagoškega odnosa odnos med EMI-izobraževalci učiteljev in njihovim delovnim mestom. Upamo, da bodo ugotovitve te študije prispevale k razvoju priprave učiteljev za EMI in podprle kritične razprave o »anglizaciji« visokega šolstva.
Prenosi
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