NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1452245
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
EISSN: EISSN-1464-5173
Bilingual Teachers' Professional Capital
Hilde Sofie Fjeld; Kari Spernes
International Journal of Inclusive Education, v28 n14 p3554-3567 2024
The purpose of this paper is to examine and discuss bilingual teachers' professional capita professionalism in relation to 'travelling teachers', who only have a few brief weekly encounters with students and colleagues. By applying a triangulation design, bilingual teachers were given a voice through personal interviews, which were combined with selected data from the observations of the teachers during their working hours at the different schools. Our findings support previous research on bilingual teachers' participation in professional learning communities and suggest that bilingual teachers lack professional capital in some areas. However, we found that the bilingual teachers in this study are in possession of essential and valuable competence not accounted for by the concept; consequently, we argue that the concept of professional capital has shortcomings in terms of providing a comprehensive and complete understanding of teacher professionalism.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A