Dianchonair Fhéideartha an Inspreagtha in Oideachas Múinteoirí an Tumoideachais [Potential Powerful Pathways of Motivation in Immersion Teacher Education]
Aithnítear riachtanas an inspreagtha má tá foghlaimeoirí chun inniúlacht teanga mar aon le spriocanna teagaisc agus foghlama na teanga a bhaint amach go fadtréimhseach. Díríonn an páipéar seo ar an Sruth Inspreagtha Dírithe (SID) nó Directed Motivational Current (DMC) mar a thugtar air i mBéarla. I...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
The Irish Association for Applied Linguistics
2024-11-01
|
| Series: | Teanga: The Journal of the Irish Association for Applied Linguistics |
| Subjects: | |
| Online Access: | https://journal.iraal.ie/index.php/teanga/article/view/7546 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Aithnítear riachtanas an inspreagtha má tá foghlaimeoirí chun inniúlacht teanga mar aon le spriocanna teagaisc agus foghlama na teanga a bhaint amach go fadtréimhseach. Díríonn an páipéar seo ar an Sruth Inspreagtha Dírithe (SID) nó Directed Motivational Current (DMC) mar a thugtar air i mBéarla. Is coincheap é seo atá sách nua i ngort taighde an inspreagtha i sealbhú an dara teanga agus atá úrnua i gcás na Gaeilge agus an tumoideachais in Éirinn. Cé gur gort neamhfhorbartha taighde é seo go fóill, is inspreagadh ardchumhachtach ar leith é an SID agus tugann fianaise eimpíreach ó roinnt staidéir le fios go mbaineann an SID le cláir oideachais do mhúinteoirí san oideachas lán-Ghaeilge. Tugann an páipéar seo spléachadh ar éabhlóid an SID sa litríocht i gcomhthéacs foghlaim teangacha, déantar saintréithe an SID a iniúchadh agus bearnaí taighde a aithint. Ag baint úsáid as modhanna measctha, léiríonn torthaí an staidéir seo go bhfuil lorg SID na Gaeilge le sonrú in eispéireas na n-ábhar oidí bunchéime agus na n-oidí reatha iarchéime atá ag tabhairt faoi chlár oideachas tosaigh múinteoirí agus faoi chlár um fhorbairt ghairmiúil leanúnach múinteoirí trí mheán na Gaeilge mar chuid de chur i bhfeidhm an Pholasaí don Oideachas Gaeltachta 2017–2022. Maítear sa staidéar seo go bhfuil géarghá le huirlis chumhachtach inspreagtha bunaithe ar na torthaí seo chun bá inbhuanaithe don Ghaeilge a chothú i measc múinteoirí na tíre agus, mar thoradh, ina gcuid daltaí. Áitíonn na húdair go bhfuil féidearthachtaí láidre ag baint le coincheap an SID chun an sprioc seo a bhaint amach. Sa pháipéar seo, tógtar an chéad chéim i dtreo forbairt fráma teoiriciúil atá in oiriúint do theagasc agus d’fhoghlaim na Gaeilge nó trí mheán na Gaeilge.
Motivation is essential for attaining language proficiency and achieving long-term language teaching and learning goals. This paper explores the concept of Directed Motivational Current (DMC), a relatively novel idea in motivation studies in Second Language Aquisition (SLA) and particularly recent in the context of Irish language learning and Irish-medium education. DMC represents a powerful type of motivation and has been empirically reported in the unique experiences of participants of Irish language teacher education programmes, although this area remains underexplored. The paper reports on the development, characteristics and theoretical framework of DMCs in SLA, while acknowledging existing gaps in research. Through a mixed methods approach, this study examines the presence of DMCs in the lived experiences of both pre-service and in-service teachers undergoing initial teacher education and ongoing professional development in teacher education through the medium of Irish as part of the implementation of the ‘Policy on Gaeltacht Education 2017-2022’. The findings suggest the significance of a motivational framework tailored to Irish language learning within teacher education programs, as it directly influences classroom practice and student outcomes. The authors argue for the potential of the DMC framework to ignite robust motivational pathways within teacher education, thus fostering sustainable language learning practices and positively impacting student achievement in schools.
|
|---|---|
| ISSN: | 0332-205X 2565-6325 |