ABSTRACT

This research investigated Australian community languages school (CLS) teachers’ emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had impacted the development of an expanding pedagogical habitus of three overseas-trained CLS teachers. Findings indicated that the teachers’ pedagogical habitus could have been shaped by their overall experience and understanding of the diverse contexts. The prior experience of the participants and their new learning from the professional development programs could help enhance and effect a change in their pedagogical habitus in a new educational context. A related finding was that teachers’ varied prior experiences and expertise may have determined the extent of their expanding pedagogical habitus in that it enriched (or inhabited) their instructional repertoires, through a process of engagement, reflection, negotiation and integration in a new context. Implications for teacher professional development were also considered.

摘要

这项研究调查了澳大利亚社区语言学校 (CLS) 教师的新兴教学习惯，特别关注影响他们教学理解和实践适应的关键动态。根据基于访谈的案例研究设计，该研究详细分析了影响三名海外培训的 CLS 教师不断扩大的教学习惯发展的主要因素及其相互作用。调查结果表明，教师的教学习惯可能是由他们的整体经验和对不同环境的理解所塑造的。参与者先前的经验以及他们从专业发展计划中学到的新知识有助于在新的教育背景下增强和影响他们的教学习惯的改变。一个相关的发现是，教师不同的先前经验和专业知识可能决定了他们不断扩大的教学习惯的程度，因为它通过在新环境中的参与、反思、协商和整合过程丰富（或占据）了他们的教学曲目。还考虑了对教师专业发展的影响。