A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Towards more learning-centred English-medium education : promoting the combination of backward design and community of practice in teacher training (2022)
Konttinen, M. (2022). Towards more learning-centred English-medium education : promoting the combination of backward design and community of practice in teacher training. Innovation in Language Learning and Teaching, 16(4-5), 381-391. https://doi.org/10.1080/17501229.2022.2064469
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Konttinen, Miia
Lehti tai sarja: Innovation in Language Learning and Teaching
ISSN: 1750-1229
eISSN: 1750-1237
Julkaisuvuosi: 2022
Ilmestymispäivä: 18.04.2022
Volyymi: 16
Lehden numero: 4-5
Artikkelin sivunumerot: 381-391
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/17501229.2022.2064469
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/80840
Tiivistelmä
Teaching in English-medium education (EME) requires mastery of content and ability to teach in a multilingual setting, but also pedagogical expertise and didactic agility. However, there is an apparent lack of proper training of EME teachers, who are typically experts of their field, but not necessarily equipped to design and implement EME. Moreover, there is still an evident gap with respect to understanding how EME teachers turn curricula into actual teaching and students’ learning. By addressing this gap, the present study provides recommendations for EME teacher training.
Approach
Finland, with its long EME traditions, was the present study’s context. Data saturation, i.e. adequate data richness and thickness [Fusch, P. I., and L. R. Ness. 2015. “Are We There Yet? Data Saturation in Qualitative Research.” The Qualitative Report 20 (9): 1408–1416] was achieved by interviewing four teachers, each from a different English-medium master’s programme, following the think aloud method. The interviews focused on curriculum implementation and the aspects guiding it.
Findings
As a result of the thematic analysis, two distinctive themes were identified. First, the curriculum implementation in EME programmes seems teacher-oriented and activity- and content-driven, whereas ideally it should be more learning-centred. Second, the EME teachers seem to be operating to a great extent very independently, hence there appears to be a lack of programme-level co-operation.
Value
As a contribution to developing EME teacher training, this study recommends promoting the combination of the backward design and community of practice via teacher training. Moreover, the study advocates teacher training that is less focused on individuals, and keener on supporting and training programme staff as collective entities.
YSO-asiasanat: vieraskielinen opetus; englannin kieli; opettajankoulutus; opetussuunnitelmat
Vapaat asiasanat: English-medium education; teacher training; curriculum implementation; think aloud method; community of practice; backward design
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2022
JUFO-taso: 1
