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A Critical Ecological Approach (CEA) to Languages for Specific Purposes (LSP) Teacher Training: A U.S. Perspective
A Critical Ecological Approach (CEA) to Languages for Specific Purposes (LSP) Teacher Training: A U.S. Perspective
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153034
- ISBN
- 9798346737872
- DDC
- 370
- 서명/저자
- A Critical Ecological Approach (CEA) to Languages for Specific Purposes (LSP) Teacher Training: A U.S. Perspective
- 발행사항
- [Sl] : Arizona State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 287 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: Lafford, Barbara;Gradoville, Michael.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2024.
- 초록/해제
- 요약This dissertation examines the skills, knowledge, and support needs of novice and experienced Languages for Specific Purposes (LSP) teachers in higher education in the United States. Using a critical ecological approach (CEA) framework, it aims to contribute to the global growing body of research on LSP teacher preparation that has thus far received little attention, by sharing best practices for the creation of LSP teacher trainings in local contexts. The study consisted of a mixed-method analysis of a 26-question online survey completed by 46 participants, along with 20 semi-structured interviews with survey participants who volunteered for those follow-up discussions. The quantitative data which consisted of Yes/No and Likert-scale questions was reported using percentage while the qualitative data was analyzed using a reflexive thematic analysis (TA) (Braun & Clarke, 2021) approach, which is consonant with a CEA in that it allows the researcher to take a "situated, partial, reflexive, critically-interrogative and radical" (Braun & Clarke, 2021, p.39) stance. Then, the data was coded through a multi-cycle process that led the researcher to construct themes which were subsequently compared and contrasted to the quantitative survey findings. Results indicate that most U.S. higher education LSP teachers had not received any pre- or in-service training to teach LSP courses, which is consistent with European findings. Furthermore, findings give insight into how some of these teachers were self-trained by using their research and transferable skills, but also by making use of the research literature that does exist in the field. Other relevant themes included six major curricular skills and knowledge-related needs identified by the survey participants i.e., general knowledge of LSP pedagogies and curriculum design, LSP as content together with language, the needs analysis (NA), community service learning (CSL) as a way to develop (inter)cultural competence, Task-Based Language Teaching (TBLT), and the use of online technology; in addition, participants identified five needs in the area of LSP teacher support, i.e., professional legitimacy, interdisciplinary collaboration, innovation, ongoing support, and sharing of resources. Implications from the results of this study point to the design and implementation of multi-formatted, locally-contextualized LSP teacher training programs rooted in a CEA.
- 일반주제명
- Teacher education
- 일반주제명
- Linguistics
- 일반주제명
- Pedagogy
- 키워드
- Teacher training
- 기타저자
- Arizona State University International Letters and Cultures
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211153034
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■020 ▼a9798346737872
■035 ▼a(MiAaPQ)AAI31637438
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aChery, Audrey Kathryn.
■24512▼aA Critical Ecological Approach (CEA) to Languages for Specific Purposes (LSP) Teacher Training: A U.S. Perspective
■260 ▼a[Sl]▼bArizona State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a287 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: Lafford, Barbara;Gradoville, Michael.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2024.
■520 ▼aThis dissertation examines the skills, knowledge, and support needs of novice and experienced Languages for Specific Purposes (LSP) teachers in higher education in the United States. Using a critical ecological approach (CEA) framework, it aims to contribute to the global growing body of research on LSP teacher preparation that has thus far received little attention, by sharing best practices for the creation of LSP teacher trainings in local contexts. The study consisted of a mixed-method analysis of a 26-question online survey completed by 46 participants, along with 20 semi-structured interviews with survey participants who volunteered for those follow-up discussions. The quantitative data which consisted of Yes/No and Likert-scale questions was reported using percentage while the qualitative data was analyzed using a reflexive thematic analysis (TA) (Braun & Clarke, 2021) approach, which is consonant with a CEA in that it allows the researcher to take a "situated, partial, reflexive, critically-interrogative and radical" (Braun & Clarke, 2021, p.39) stance. Then, the data was coded through a multi-cycle process that led the researcher to construct themes which were subsequently compared and contrasted to the quantitative survey findings. Results indicate that most U.S. higher education LSP teachers had not received any pre- or in-service training to teach LSP courses, which is consistent with European findings. Furthermore, findings give insight into how some of these teachers were self-trained by using their research and transferable skills, but also by making use of the research literature that does exist in the field. Other relevant themes included six major curricular skills and knowledge-related needs identified by the survey participants i.e., general knowledge of LSP pedagogies and curriculum design, LSP as content together with language, the needs analysis (NA), community service learning (CSL) as a way to develop (inter)cultural competence, Task-Based Language Teaching (TBLT), and the use of online technology; in addition, participants identified five needs in the area of LSP teacher support, i.e., professional legitimacy, interdisciplinary collaboration, innovation, ongoing support, and sharing of resources. Implications from the results of this study point to the design and implementation of multi-formatted, locally-contextualized LSP teacher training programs rooted in a CEA.
■590 ▼aSchool code: 0010.
■650 4▼aTeacher education
■650 4▼aLinguistics
■650 4▼aPedagogy
■653 ▼aCritical ecological approach
■653 ▼aLanguages for specific purposes
■653 ▼aTeacher training
■653 ▼acommunity service learning
■690 ▼a0530
■690 ▼a0290
■690 ▼a0456
■71020▼aArizona State University▼bInternational Letters and Cultures.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164713▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
