Teacher educators' funds of knowledge for the preparation of future teachers

Darío Luis Banegas

doi:10.1177/0033688220973083

Teacher educators' funds of knowledge for the preparation of future teachers

Darío Luis Banegas^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators draw on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators’ funds of knowledge.

Original language	English
Number of pages	17
Journal	RELC Journal
Early online date	22 Dec 2020
DOIs	https://doi.org/10.1177/0033688220973083
Publication status	E-pub ahead of print - 22 Dec 2020

Keywords / Materials (for Non-textual outputs)

TESOL
teacher educator
funds of knowledge
content knowledge
pedagogical content knowledge

Access to Document

10.1177/0033688220973083Licence: Creative Commons: Attribution Non-Commercial (CC-BY-NC)

BanegasD2020RELCJTeacherEducators'FundsOfKnowledgeFinal published version, 317 KBLicence: Creative Commons: Attribution Non-Commercial (CC-BY-NC)

Cite this

@article{543dd68764ef474098df755ea40863c0,

title = "Teacher educators' funds of knowledge for the preparation of future teachers",

abstract = "The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators draw on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators{\textquoteright} funds of knowledge.",

keywords = "TESOL, teacher educator, funds of knowledge, content knowledge, pedagogical content knowledge",

author = "Banegas, {Dar{\'i}o Luis}",

year = "2020",

month = dec,

day = "22",

doi = "10.1177/0033688220973083",

language = "English",

journal = "RELC Journal",

issn = "1745-526X",

publisher = "SAGE Publications",

}

TY - JOUR

T1 - Teacher educators' funds of knowledge for the preparation of future teachers

AU - Banegas, Darío Luis

PY - 2020/12/22

Y1 - 2020/12/22

N2 - The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators draw on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators’ funds of knowledge.

AB - The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators draw on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators’ funds of knowledge.

KW - TESOL

KW - teacher educator

KW - funds of knowledge

KW - content knowledge

KW - pedagogical content knowledge

U2 - 10.1177/0033688220973083

DO - 10.1177/0033688220973083

M3 - Article

SN - 1745-526X

JO - RELC Journal

JF - RELC Journal

ER -

Teacher educators' funds of knowledge for the preparation of future teachers

Abstract

Keywords / Materials (for Non-textual outputs)

Access to Document

Fingerprint

Cite this