Teaching linguistically diverse classes: The impact of teachers' prior educational experiences

• Κύριοι συγγραφείς: Kantzou, Vicky, Maligkoudi, Christina
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: HEPNET-UPatras 2022
• Θέματα: Educational Sciences; Higher Education; Student Loans; Incentives; Information Asymmetry; Tax Optimization; University Governance; Democracy; Efficiency; Participation, Students; education; Université; Gouvernance Universitaire; Démocratie; Efficacité; Participation; Étudiants; Massive Open Online Courses, MOOC, teacher professional development, teacher readiness, MOOC perceived benefits and usefulness; Στρατηγικός σχεδιασμός; ανώτατη εκπαίδευση; εθνική στρατηγική; στρατηγική ιδρύματος; στρατηγική προγράμματος σπουδών; Strategic planning; higher education; national strategy; strategy at institutional level; strategic planning of the curriculum; Bologna Process, issues, participants; Political Sciences; Epistemology; University; European education policies; quality assurance; accreditation; policy transfer; Πανεπιστήμιο; Ευρωπαϊκές Εκπαιδευτικές Πολιτικές; Διασφάλιση Ποιότητας; Πιστοποίηση; Μεταφορά Πολιτικής; Professional development, trainee teachers, WhatsApp, interaction.; Students, Department of Primary Education, student needs, educational support, psychological support, vocational orientation support, social dimension, EHEA.; Apprenticeship of observation, Greek as L2, teachers’ beliefs, L2 learning experiences.; Έρευνα, Ερμηνεία; Ομάδα; Εκπαιδευτική Πολιτική; Research; Hermeneutics; Research Team; Educational Policy; Recherche; Herméneutique; Groupe de recherche; Politique de l’Éducation; Επιστήμες της Εκπαίδευσης; Φοιτητική συμμετοχή, Φοιτητικές εκλογές, Αποστολή δημόσιου πανεπιστημίου, Πανεπιστήμιο.; Student engagement, Student participation, Public mission, University; Pedagogy/pedagogik, didactics/didaktik, educational science, utbildningsvetenskap, Swedish Teacher Education; Teacher training; France; reforms; trainers.; Relationship with knowledge; case study; university students; Φοιτητοκεντρική μάθηση; διακυβέρνηση; ανώτατη εκπαίδευση; καινοτόμοι μέθοδοι διδασκαλίας; προσεγγίσεις διδασκαλίας και μάθησης; ποιότητα διδασκαλίας; διασφάλιση ποιότητας; ευέλικτες διαδρομές μάθησης; Keywords Student-centered learning, governance, higher education, innovative teaching methods, teaching and learning approaches, quality of teaching, quality assurance, flexible learning paths; Κοινωνιολογία της Εκπαίδευσης; Ανώτατη Εκπαίδευση; Stress, university, campus, education, work responsibility; Teacher Training; Training System; Didactics; Pedagogy; Pédagogie de Projet; Acteurs Sociaux; Université, Étudiants; Educational Sciences,; Modern Greek studies, Strasbourg, Education. Research; Accreditation; competency test; health practitioner; public health; quality assurance; Education; Higher Education; University. Brazil; Greece, University, Selection Process, Europeanisation, Access Policy; ανεπιστήμιο, Ευρωπαϊκές Εκπαιδευτικές Πολιτικές, Διασφάλιση Ποιότητας, Πιστοποίηση, Μεταφορά Πολιτικής; Educational Sciences, Sociology, Political Sciences; Academics; Plagiarism, distance learning, definitions, types, academic ethics; Students, Anxiety, Stress, University; Educational leadership, transformational leadership, effectiveness, democratic leader-ship; Educational leadership, transformational leadership, effectiveness, democratic leadership; Eπιστήμες της Εκπαίδευσης; Εκπαιδευτική ηγεσία, μετασχηματιστική ηγεσία, αποτελεσματικότητα, δημοκρατική ηγεσία.; Educational Sciences, Sociology, Political Sciences, History,; Postgraduate education; postgraduate supervision; throughput rate; pass rate; academic success; South Africa; postgraduate orientation; US postsecondary education, academic and occupational learning, competency, connectivity, permeability; Greek Language, Portuguese, Teaching of Greek Language, Brazil; Pre-enrolment factors; career guidance; entrepreneurship students; academic success; academic failure; Civic engagement, Hong Kong, higher education, democracy; Institutional assessment, HAHE, strategic planning, SWOT analysis, SMART criteria; Educational Sciences, Sociology; Theoretical analysis, Rapport au savoir; Sexually Transmitted Diseases, HIV/AIDS, Students, Health Education, Health Promotion; Relationship to knowledges; Epistemological beliefs; Pre-service teachers; Pre-licensed psychologists; Higher education; Educational Sciences, History of Educational Sciences; AIDS, HIV, Health promotion, Students, University; Πολιτική Ανώτατης Εκπαίδευσης; Πανεπιστήμιο; Επαγγελματικοποίηση; Προγράμματα Σπουδών; Αναπλαισίωση της Γνώσης; Sociology; Higher Education Policy; University; Professionalisation; Curricula; Recontextualisation of Knowledge; Politique de l’Enseignement Supérieur; Université; Professionnalisation; Curricula; Recontextualisation des Savoirs; Governing technology, performativity, the enterprising self, self-improvement, lifelong learning, teacher professional development; Ελληνική ανώτατη εκπαίδευση; ευρωπαϊκός χώρος ανώτατης εκπαίδευσης; διαδικασία της Μπολόνια; στόχοι ΕΧΑΕ; βαθμός υλοποίησης στόχων; Greek higher education; European higher education area; Bologna process; objectives of EHEA; degree of implementation of objectives; Student-centered learning, higher education, critical thinking, autonomy, teaching methods; History of Education; Human Rights Education; Faculty Members of Greek Pedagogical Departments; Specific Teaching Methodology; Educational Model of the Cognitive Pyramid; Semi Structured Interviews; Εκπαίδευση για τα Ανθρώπινα Δικαιώματα; Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων; Ειδική Διδακτική Μεθοδολογία; Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας; Ημιδομημένες Συνεντεύξεις; University Pedagogy/Teaching and Learning in Higher Education, active learning, reflection, experimental learning.; Higher education, India, access, equity, efficiency, quality, internationalization.; Higher Education, Distance Learning and Covid-19 Pandemic.; Νόμιμη Γλωσσική Έκφραση; Κοινωνική Παρέμβαση/Ένταξη; Παιδαγωγική του Σχεδίου; Διαπολιτισμικό Εργαλείο; Πανεπιστήμιο; Legitimate Speech; Social Intervention/Insertion; Project Based Learning; Intercultural Dispositif; University; Langage Légitime; Intervention/Insertion Sociale; Pédagogie de Projet; Dispositif Interculturel, Université; Policy research, fact/value distinction, epistemology, phronetic rationality, realism; Educational Sciences, Teacher Education, University, Students.; RPWD Act, NIRF, Web Accessibility, NEP 2020, Digital Accessibility; Relationship to knowledge. Historical foundations. Epistemological status; Kοινωνική δικαιοσύνη; ανώτατη εκπαίδευση; ευρωπαϊκές πολιτικές; κοινωνικά αιτήματα.; European policies, social justice, higher education, social demands; Εκπαιδευτική Πολιτική; Διοίκηση ανώτατης εκπαίδευσης, συμμετοχικό μοντέλο, διαχειριστικό μοντέλο, συγκριτική προσέγγιση, ακαδημαϊκή κοινότητα; Multi-Group Moderating, Job Strain, Work Engagement, Job Demands; France; Formation des Enseignants; Dispositif de Formation; Didactiques; Pédagogie; Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities; Novice and experienced teachers; classroom management style; apprentice; classroom observation; hand-on experience; Παγκοσμιοποίηση; Δημοκρατία; Δύση; Αναδυόμενες Οικονομίες; Παγκοσμιοποίηση, Δημοκρατία, Δύση, Αναδυόμενες Οικονομίες; Mondialisation; Démocratie; Occident; Économie Émergeantes; Private Higher Education; Capital Concentration; Financialization; Brazil; Higher education, Access, Governance, Gender, Guidance Policy; social inequalities, higher education; Bologna Process, learning outcomes, EHEA; University, Apprentissage; Interdisciplinarity, Higher Education Policy, Master Programmes, European Union; Διεπιστημονικότητα, Πολιτική Ανώτατης Εκπαίδευσης, Μεταπτυχιακά Προγράμματα Σπουδών, Ευρωπαϊκή Ένωση; Study choice, Social mobility, Inequalities in Education, Higher Education, Educational capital; University of the Aegean; Εκπαίδευση; Στρατηγική Διοίκηση; Ελληνικά Πανεπιστήμια; Καινοτόμες Αλλαγές; Strategic Management; Higher Education; Management of Change; Lifelong Learning, Greek Higher Education Institutions, Non-formal learning; Modern Greek studies, University of Granada; Citizenship; higher education community; democracy.; Distance learning, educator, academic staff, academic, communication, support

One of the main aims of pre-service or in-service teacher education is to develop educators who are aware of their own educational backgrounds and critically reflect on those experiences for future practice. The present qualitative study attempts to explore how the educational and linguistic biographies of ten educators of linguistically diverse classes in Greece impact their beliefs and educational practices. The focal educators were postgraduate students attending a module on multilingualism and language education, in the context of which they wrote a reflective essay on their own second language learning experiences. Subsequently, semi-structured interviews were conducted, aiming to explore their reflections on their own educational backgrounds and their perception on how this background had defined their teaching philosophies and practices. The essays and the interviews were analyzed through the content analysis method. The results revealed that teachers mainly held negative experiences while positive models were rare. They acknowledged having been influenced by what they had experienced as students, especially at the beginning of their careers. However, the reflective process helped them redefine the appropriateness of their teaching methods and their attitudes towards their bilingual students, as their plurilingual educational experiences were examined under a new light. The article concludes with the implications of the study with regard to teacher preparation programs.