Skip to main content
SpringerLink
Log in

Teachers as Researchers: Voices from Experts

  • Chapter
  • First Online:
Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education

  • 7 Accesses

Abstract

Research has shown the importance of the role of teachers (Hattie, Visible learning for teachers: Maximizing impact on learning, 2012). Given this information, it is surprising that several researchers (e.g., Legutke & Schart, Fremdsprachendidaktische Professionsforschung: Brennpunkt Lehrerbildung, 2016) have identified a research gap in foreign (FL) teacher education—very specifically, in the area of early English as a foreign language (EFL) teacher education (e.g., Wilden & Porsch, The professional development of primary EFL teachers. National and international research, 2017). Although many countries have defined standards for teacher education, it has not been researched how universities actually “translate” these state requirements into their everyday pre-service teacher instruction and why they opt for one or the other seminar concept. Using semi-structured interviews (Richards, Interviews, 2009), experts in the field of teacher education were asked to provide insights into their daily practices as well as their ideas on the education of primary pre-service teachers in the subject of English in the German university context. Based on these context-specific results, implications for teacher education are discussed, showcasing what characterizes “good” EFL teachers and how academic settings could be structured to allow for the development of well-qualified teachers.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Association for Teacher Education in Europe. Annual Conferences. https://atee.education/conferences/

  • Benitt, N. (2017). Primary EFL teachers as researchers. Benefits and challenges. In E. Wilden & R. Porsch (Eds.), The professional development of primary EFL teachers. National and international research (pp. 129–140). Waxmann.

    Google Scholar 

  • BIG-Kreis (Ed.). (2007). Fremdsprachenunterricht in der Grundschule. Standards für die Lehrerbildung. Domino Verlag.

    Google Scholar 

  • BIG-Kreis (Ed.). (2015). Der Lernstand im Englischunterricht am Ende von Klasse 4. Ergebnisse der BIG-Studie. Domino Verlag.

    Google Scholar 

  • Bogner, A., Littig, B., & Menz, W. (2009). Introduction: Expert interviews – An introduction to a new methodological debate. In A. Bogner, B. Littig, & W. Menz (Eds.), Interviewing experts (pp. 1–16). Palgrave Macmillan.

    Chapter  Google Scholar 

  • Bondi, M., & Poppi, F. (2007). Devising a language certificate for primary school teachers of English. PROFILE, 8(2007), 145–164.

    Google Scholar 

  • Borg, S., Birello, M., Civera, I., & Zanatta, T. (2014). The impact of teacher education on pre-service primary English language teachers. In ELT Research Papers, 14 (03). British Council.

    Google Scholar 

  • Burns, A. (2009). Action research. In J. Heigham & R. A. Crocker (Eds.), Qualitative research in applied linguistics. A practical introduction (pp. 112–134). Routledge.

    Google Scholar 

  • Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. Cambridge University Press.

    Google Scholar 

  • Caspari, D., & Grünewald, A. (Eds.). (2022). Themenheft “Fachdidaktisches Wissen in der Lehrkräftebildung”. ZFF, 33/1.

    Google Scholar 

  • Crandall, J. A., & Christison, M. A. (2016). An overview of research in English language teacher education and professional development. In J. A. Crandall & M. A. Christison (Eds.), Teacher education and professional development in TESOL. Global perspectives (pp. 3–34). Routledge.

    Chapter  Google Scholar 

  • Dausend, H. (2017). Theory and practice in primary English teacher education. In E. Wilden & R. Porsch (Eds.), The professional development of primary EFL teachers. National and international research (pp. 109–125). Waxmann.

    Google Scholar 

  • Deutscher Anglistenverband und Deutsche Gesellschaft für Amerikastudien. (2009). Positionspapier: Lehrerinnen- und Lehrerbildung im Studienfach Englisch. Endbericht der Studie EAC 89/04. Europaeische Kommission.

    Google Scholar 

  • Diehr, B. (Ed.). (2018). Universitäre Englischlehrerbildung. Wege zu mehr Kohärenz im Studium und Korrespondenz mit der Praxis. Peter Lang.

    Google Scholar 

  • Edelenbos, P., Johnstore, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners Languages for the children of Europe. Published Research, Good Practice & Main Principles. Final Report of the EAC 89/04.

    Google Scholar 

  • European Commission. (2014). Languages in Education and Training. Final Country Comparative Analysis. Eurostat. 2016. Foreign Language Learning Statistics. https://ec.europa.eu/eurostat/statistics-explained/index.php/Foreign_language_learning_statistics#Primary_education

  • Farrell, T. S. C., & Jacobs, G. M. (2016). Practicing what we preach: Teacher reflection groups on coopertaive learning. The Electronic Journal for English as a Second Language, 19(4)., o.P.

    Google Scholar 

  • Gerlach, D. (2022). Das Wissen der Fremdsprachenlehrpersonen – und Grundsätzliches zu seiner Beforschung. Zeitschrift für Fremdsprachenforschung, 33(1), 29–50.

    Google Scholar 

  • Hascher, T. (2012). Lernfeld Praktikum – Evidenzbasierte Entwicklungen in der Lehrer/innenbildung. Zeitschrift für Bildungsforschung, 2(2), 109–129.

    Article  Google Scholar 

  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

    Book  Google Scholar 

  • Hoinkes, U., & Weigand, P. (2016). Der Aufbau des fachspezifischen Professionswissens angehender Fremdsprachenlehrerinnen und -lehrer in der ersten Ausbildungsphase: Wege zur Entwicklung einer quantitativen Messung. In M. K. Legutke & M. Schart (Eds.), Fremdsprachendidaktische Professionsforschung: Brennpunkt Lehrerbildung (pp. 47–74). Narr.

    Google Scholar 

  • Kelly, M., & Grenfell, M. (2004). European profile of language teacher education. University of Southhampton.

    Google Scholar 

  • Kirchhoff, P. (2016). Was sollte eine gute Englischlehrkraft wissen? Über die Auswahl von Items im FALKO-E Test zum fachspezifischen Professionswissen. In M. K. Legutke & M. Schart (Eds.), Fremdsprachendidaktische Professionsforschung: Brennpunkt Lehrerbildung (pp. 75–98). Narr.

    Google Scholar 

  • KMK – Ständige Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland. (2019). Standards für die Lehrerbildung: Bildungswissenschaften. KMK.

    Google Scholar 

  • Kohonen, V. (2015). Reflective teacher professionalism in foreign language education: enhancing professional growth through ELP-oriented pedagogy. In H. P. Krings & B. Kuehn (Eds.), Fremdsprachliche Lernprozesse: Erträge des 4. Bremer Symposions zum Fremdsprachenlehren und -lernen an Hochschulen (Fremdsprachen in Lehre und Forschung (FLF)) (pp. 11–29). AKS-Verlag.

    Google Scholar 

  • Legutke, M., Saunders, C., & Schart, M. (2022). Zwischen den Disziplinen: Anmerkungen zur Fachspezifik des Professionswissens von Fremdsprachenlehrkräften. Zeitschrift für Fremdsprachenforschung, 33(1), 3–27.

    Google Scholar 

  • Legutke, M. K. (2008). Zur Qualifikation von Sprach- und Kulturvermittlern für die fremdsprachliche Früherziehung. In M. K. Legutke & M. Schocker-von Ditfurth (Eds.), E-Lingo. Didaktik des frühen Fremdsprachenlernens. Erfahrungen und Ergebnisse mit Blended Learning in einem Masterstudiengang (pp. 9–22). Narr.

    Google Scholar 

  • Legutke, M. K., & Schart, M. (Eds.). (2016). Fremdsprachendidaktische Professionsforschung: Brennpunkt Lehrerbildung. Narr.

    Google Scholar 

  • Livingston, K., & Assunção Flores, M. (2017). Trends in teacher education: A review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40(5), 551–560.

    Article  Google Scholar 

  • Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt. Retrieved June 20, 2020, from http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173

  • Mayring, P., & Fenzl, T. (2019). Qualitative Inhaltsanalyse. In Handbuch Methoden der empirischen Sozialforschung (pp. 633–648). Springer.

    Chapter  Google Scholar 

  • Newby, D., Allan, R., Fenner, A.-B., Jones, B., Komorowska, H., & Soghikyan, K. (2007). European portfolio for student teachers of languages. A reflection tool for language teacher education. European Centre for Modern Languages.

    Google Scholar 

  • Nunan, D. (2016). Epilogue. In J. A. Crandall & M. A. Christison (Eds.), Teacher education and professional development in TESOL. Global perspectives (pp. 257–264). Routledge.

    Chapter  Google Scholar 

  • OECD. (2009). Creating effective teaching and learning environments. First results from TALIS.

    Google Scholar 

  • Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(2014), 29–45.

    Article  Google Scholar 

  • Richards, K. (2009). Interviews. In J. Heigham & R. A. Crocker (Eds.), Qualitative research in applied linguistics. A practical introduction (pp. 182–199). Routledge.

    Google Scholar 

  • Rossa, H. (2017). You teach what you believe in. BELT – Beliefs about Effective Language Teaching. In E. Wilden & R. Porsch (Eds.), The professional development of primary EFL teachers. National and international research (pp. 197–208). Waxmann.

    Google Scholar 

  • Wilden, E., & Porsch, R. (Eds.). (2017). The professional development of primary EFL teachers. National and international research. Waxmann.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Passau, Passau, Germany

    Sonja Brunsmeier

Authors
  1. Sonja Brunsmeier
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sonja Brunsmeier .

Editor information

Editors and Affiliations

  1. Schmalkalden University of Applied Sciences, Schmalkalden, Germany

    Paul Voerkel

  2. Faculdade de Letras, Setor de Alemão, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil

    Mergenfel A. Vaz Ferreira

  3. Department of English, Minnesota State University, Mankato, MN, USA

    Nancy Drescher

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer-Verlag GmbH, DE, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Brunsmeier, S. (2024). Teachers as Researchers: Voices from Experts. In: Voerkel, P., Vaz Ferreira, M.A., Drescher, N. (eds) Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education. J.B. Metzler, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-68741-3_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-662-68741-3_9

  • Published:

  • Publisher Name: J.B. Metzler, Berlin, Heidelberg

  • Print ISBN: 978-3-662-68740-6

  • Online ISBN: 978-3-662-68741-3

  • eBook Packages: J.B. Metzler Humanities (German Language)

Publish with us

Policies and ethics

Search

Navigation