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Between Two Worlds: The Pedagogical Influences and Beliefs of this Pre-Service French Teacher

Between Two Worlds: The Pedagogical Influences and Beliefs of this Pre-Service French Teacher. Elizabeth Hallinan December 11 th , 2008. Background : Context of the Problem. Language departments view of pedagogy and teacher education

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Between Two Worlds: The Pedagogical Influences and Beliefs of this Pre-Service French Teacher

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  1. Between Two Worlds: The Pedagogical Influences and Beliefs of this Pre-Service French Teacher Elizabeth Hallinan December 11th, 2008

  2. Background:Context of the Problem • Language departments view of pedagogy and teacher education • Low importance placed on the teaching and learning of language in language departments • Troubled relationship between language departments and COEs

  3. Statement of the Problem • A case study of a pre-service K-12 French teacher also working as a teaching assistant in a language department • He is caught between two worlds • Traditional pedagogical practices of French department and more progressive pedagogical practices in the college of education • France and the United States

  4. Purpose of Study • To show through this case study how views of pedagogy may differ within a university setting • This longitudinal case study will follow “Cyril” (pseudonym) as he goes through an M.A.T. program in Foreign Language Education • Investigation of pedagogical influences (past, present and future) and his evolving beliefs • Cyril may personify the clash of cultures between a liberal arts department and a COE • Systemic issues brought to light

  5. Support from the Literature • Schrier (2001) • University-level FL departments should care more about the way in which they’re teaching their undergraduates • It is secondary FL teachers who represent the FL discipline more than the work of any university scholar • Labaree (2004) • Clash between subject knowledge and pedagogical knowledge • Byrnes (2001) • Culture of language department’s view of pedagogy must change at its core • Split between how language and content are taught in FL departments may be detrimental to the pedagogical development of TAs

  6. Description of Participants • “Cyril”, a French citizen • A new M.A.T. student in Foreign Language Education at a major research university in the Midwest • Working as a TA in the French department • Those who have pedagogically influenced him • His supervisors • His current instructors in the College of Education

  7. Data Collection • Interviews • Cyril • Supervisors • Observations • Cyril’s class and work with other TAs’ students • Cyril’s professor in the COE * • Document analysis * • Syllabi • Supervisory guidelines • Instructor’s manual of textbook • Cyril’s teaching philosophy • Validation * • Triangulation of data • Member checks * Not as yet completed

  8. Cyril is caught between two worlds

  9. Interviews with Cyril • “There [are] two things I would like to include [in my teaching], and that’s probably hard for me still because of the way I was taught…feedback is one thing…I wasn’t used to receiving feedback when I was a student…and also the objectives…so I’m still…le cul entre deux chaises.” • “[The way language is taught in the French department is] more of a French tradition. I think they have all these [progressive] ideas, but I don’t think they’re actually doing that themselves.”

  10. Observations of Cyril • Cyril may be a more traditional teacher than he believes he is • Cyril does not greet the students or say good-bye • He does not smile or laugh in class • Much time spent in English • Teacher-centered activities • At board and behind desk • The same three students answer all the questions

  11. Interviews with Supervisors • Most French department professors do not believe they have any responsibility for the development of K-12 teachers • “In a sense, it’s like two different worlds…none of the faculty over here are interested in secondary education…and I’m not sure you could make them be.” • There is a vicious cycle at work in French education; there are fewer pre-service French teachers because there are fewer strong high school French programs • “Since there’s less French in the high schools, the kids have less in the way of role models. I mean, how can you want to be a French teacher if you’ve only seen one in your life?”

  12. Questions for Further Research • Will Cyril’s experience uncover deeper, systemic problems? • Is the documented decline of the study of French the result of a cycle in which Cyril is caught? • How will his beliefs about teaching change as he goes through the teacher education program? • Who or what will ultimately pedagogically influence Cyril the most?

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