Dissertation
Connecting to Figure Out How to Teach ESOL: A Grounded Theory
University of the Sunshine Coast, Queensland
Doctor of Philosophy, University of the Sunshine Coast, Queensland
2021
DOI:
https://doi.org/10.25907/00076
Abstract
This research explored how teachers who started teaching English to Speakers of Other Languages (ESOL) in post-secondary education without teaching or applied linguistics qualifications or prior teaching experience figured out how to teach. From constructivism, pragmatism and symbolic interactionism philosophical positions, I used grounded theory to explore the social context and guide cyclic, flexible research processes to a point of saturation. During semi-structured one-hour interviews, seven participants shared their experiences and perspectives. Literature was also included as data. Constant comparative analysis was used to identify properties, concepts, categories, a basic social process, and a grounded theory. Participants gave feedback about the emerging concepts, categories, theoretical ideas, and basic social process. The basic social process participants used to resolve their main concern of needing to figure out how to teach ESOL was identified as Connecting. The substantive grounded theory of Connecting to Figure Out How to Teach ESOL explains how teachers who started teaching ESOL in post-secondary education without teaching or applied linguistics qualifications or prior teaching experience discovered and determined how to teach ESOL. Connecting to Figure Out How to Teach ESOL is an informal and holistic learning process that includes four interdependent and interconnecting parts: becoming (a) Willing by initially acknowledging not-knowing how to teach and taking responsibility for students’ learning; (b) Reflecting by recalling learning experiences, and evaluating language, learning and teaching; (c) Engaging by building relationships with students, collaborating with teachers, and using learning resources; and (d) Adapting by engaging in interconnected cycles of monitoring students’ responses, determining students’ wants and needs, and experimenting with teaching. This research builds onto existing knowledge about learning at work, teacher education, induction processes, reflective practice, teacher identity, teacher agency, communities of practice, relationship-based learning, assessment for learning and teaching as inquiry.
Details
- Title
- Connecting to Figure Out How to Teach ESOL: A Grounded Theory
- Authors
- Julie Bytheway
- Contributors
- Michael Carey (Principal Supervisor) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - LegacyDebbie Heck (Co-Supervisor) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Awarding institution
- University of the Sunshine Coast, Queensland
- Degree awarded
- Doctor of Philosophy
- Publisher
- University of the Sunshine Coast, Queensland
- DOI
- 10.25907/00076
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Engage Research Lab
- Language
- English
- Record Identifier
- 99549706202621
- Output Type
- Dissertation
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