Class Teachers, Subject Teachers and Double Qualified : Conceptions of Teachers’ Skills in Early Foreign Language Learning in Finland

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dc.contributor.author Hahl, Kaisa
dc.contributor.author Pietarila, Maija
dc.date.accessioned 2021-08-20T04:35:02Z
dc.date.available 2021-08-20T04:35:02Z
dc.date.issued 2021-07
dc.identifier.citation Hahl , K & Pietarila , M 2021 , ' Class Teachers, Subject Teachers and Double Qualified : Conceptions of Teachers’ Skills in Early Foreign Language Learning in Finland ' , International electronic journal of elementary education , vol. 13 , no. 5 , pp. 713–725 . https://doi.org/10.26822/iejee.2021.223
dc.identifier.other PURE: 167629752
dc.identifier.other PURE UUID: a80b47d1-2382-464f-ab4b-5042d375e9f0
dc.identifier.other ORCID: /0000-0002-8703-4558/work/98750341
dc.identifier.uri http://hdl.handle.net/10138/333345
dc.description.abstract The shift to an earlier start in foreign language teaching in Finland took place nationwide in 2020. Both class teachers and subject teachers faced a new situation. They would be teaching children younger than before, or they would be teaching a completely new subject for them. This article examines teachers’ conceptions of the skills and qualities, including the required language skills, that are important for a teacher in early language teaching. The data for this study were gathered through essays that teachers (n=44, subject teachers, class teachers, and double qualified teachers) turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. The findings show that teachers found it the most essential that early language teachers have inspiration for the job and are able to inspire learners. They also considered it important that teachers focus on the learners and the learning environment, as well as have skills for early years pedagogy. The teachers did not consider foreign language education or language skills as important as the other skills but yet wished for teachers to be able to communicate in the target language in the class. en
dc.format.extent 13
dc.language.iso eng
dc.relation.ispartof International electronic journal of elementary education
dc.rights cc_by_nc_nd
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject early teaching of foreign languages
dc.title Class Teachers, Subject Teachers and Double Qualified : Conceptions of Teachers’ Skills in Early Foreign Language Learning in Finland en
dc.type Article
dc.contributor.organization Foreign Language Education
dc.contributor.organization Hu­man­it­ies and So­cial Sci­ences Edu­ca­tion (Hu­SoEd)
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.26822/iejee.2021.223
dc.relation.issn 1307-9298
dc.rights.accesslevel openAccess
dc.type.version publishedVersion
dc.identifier.url https://www.iejee.com/index.php/IEJEE/article/view/1551

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