Exploring a transnational core French teacher’s personal practical knowledge and classroom practice growth process
| dc.contributor.author | Renghen, Sarojadevi | |
| dc.contributor.examiningcommittee | Falkenberg, Thomas (Curriculum Teaching and Learning) | en_US |
| dc.contributor.examiningcommittee | Cormier, Gail (Université de Saint-Boniface) | en_US |
| dc.contributor.supervisor | Schmidt, Clea A. | |
| dc.date.accessioned | 2022-09-06T16:48:34Z | |
| dc.date.available | 2022-09-06T16:48:34Z | |
| dc.date.copyright | 2022-08-22 | |
| dc.date.issued | 2022-08-22 | |
| dc.date.submitted | 2022-08-22T18:56:05Z | en_US |
| dc.degree.discipline | Curriculum, Teaching and Learning | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | This thesis explores my knowledge, classroom practice, experience, development, and growth as a French as a Second Language (FSL) teacher in two culturally contrasting national educational contexts during three distinct time periods of my teaching life. The aim of the study is to investigate a transnational teacher’s classroom practice and personal practical knowledge (Clandinin & Connelly, 1985) with respect to second language (FSL in this case) teaching and learning. The theoretical framework for this study draws from Vygotsky’s (1978) social constructivist perspective on learning and teaching, Dewey’s (1938) principles of interaction and continuity in experience, Clandinin’s & Connelly’s (1985) concept of personal practical knowledge (PPK), and Mezirow’s (1978) notions of transformative learning and perspective transformation. This autoethnographic study explores how my understanding of my PPK (Clandinin & Connelly, 1985) and my teaching approaches have shifted over time. I am the primary participant in this qualitative study. Additionally, reflections on my home and classroom language learning environment inform my teaching practice. The study draws mainly upon personal and teacher diary entries, reflective journals, and artefacts that enable me to craft stories that express my lived experiences and to examine the development of my PPK (Clandinin & Connelly, 1985) and the growth process associated with my teaching practice. Analysis of the data is represented through narratives of my lived experiences and a thematic discussion of the transformations in my PPK (Clandinin & Connelly, 1985) along with my teaching practice. Findings from this study can inform educators of the need to challenge their own understanding of PPK (Clandinin & Connelly, 1985) and second language learning and teaching theories and to critically reflect on their past and current practices to effectively construct their future practices (Dewey, 1971) to better student learning. | en_US |
| dc.description.note | October 2022 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/36862 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Core French | en_US |
| dc.subject | Personal Practical Knowledge | en_US |
| dc.subject | Transnational Teacher | en_US |
| dc.subject | autoethnography | en_US |
| dc.subject | Teacher growth and change | en_US |
| dc.subject | French as a Second Language | en_US |
| dc.subject | Social Constructivism | en_US |
| dc.subject | Principles of Experience | en_US |
| dc.title | Exploring a transnational core French teacher’s personal practical knowledge and classroom practice growth process | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |