Lecturers’ and students’ conceptions of authenticity in teaching and actual teacher actions and attributes students perceive as helpful

2013 ◽  
Vol 66 (4) ◽  
pp. 463-487 ◽  
Author(s):  
Carolin Kreber ◽  
Monika Klampfleitner
Keyword(s):  
Authenticity In Teaching ◽  
Teacher Actions

The Implementation of a “Function” Approach to Introductory Algebra: A Case Study of Teacher Cognitions, Teacher Actions, and the Intended Curriculum

1996 ◽  
Vol 27 (5) ◽  
pp. 582-602 ◽  
Author(s):  
David H. Haimes
Keyword(s):  
High School ◽  
Western Australia ◽  
Ninth Grade ◽  
Pedagogical Practices ◽  
Function Approach ◽  
Curriculum Content ◽  
Intended Curriculum ◽  
Content Coverage ◽  
Teacher Actions

This article reports a case study set in the context of a “function” curriculum approach to introductory algebra and involving a teacher and her ninth-grade class in a high school in Western Australia. The expectation that the teacher's actions would reflect the teaching philosophy implied in the curriculum was not supported by the study's findings. Instead, the teacher gave priority to curriculum content coverage, emphasized methods and procedures, and adopted teacher-focused pedagogical practices.

scholarly journals NATIVE SPEAKER AND CULTURAL AUTHENTICITY IN EFL CLASS: A LINGUISTIC ANTHROPOLOGY PERSPECTIVE

2020 ◽  
Vol 10 (1) ◽  
pp. 10-19
Author(s):  
I Komang Budiarta
Keyword(s):  
Foreign Language ◽  
Basic Assumption ◽  
Native Speaker ◽  
Linguistic Anthropology ◽  
Cultural Authenticity ◽  
Cultural Contexts ◽  
Class A ◽  
Library Research ◽  
Authenticity In Teaching ◽  
Teaching Learning

In Bali, there are many schools that combine national and international curriculum, English is used as a medium of instruction. Moreover, English as a foreign language (EFL) is considered an important subject. Thus, these schools try to design the teaching-learning process that emphasizes language and its culture. After doing the library research by reviewing some related textbooks and research articles, this conceptual article figured out that the ideas of involving a native speaker and cultural authenticity in teaching EFL classes should be based on the learning objective. Both are important if the focus of the EFL class is put toward giving students a contextual experience of EFL use. However, if it is primarily intended to make the students experience the real cultural contexts of English, the ideas of involving the native speaker and cultural authenticity might be irrelevant. This might happen because teaching nowadays is intended to provide students to deal with the 21st century so that they should experience different cultural contexts that enable them to collaboratively work. To summarize, a native speaker and cultural authenticity are important in EFL class; however, they should not be used as a basic assumption of the success and failure of EFL class.

Fostering Mathematical Thinking and Problem Solving: The Teacher's Role

2007 ◽  
Vol 13 (6) ◽  
pp. 308-314
Author(s):  
Nicole R. Rigelman
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Teacher's Role ◽  
Teacher Actions

Describes the teacher's role in promoting mathematical thinking and problem solving in the classroom—identifying critical teacher actions and decisions; considering how beliefs influence the teacher's actions and decisions; and suggesting implications for teachers and students.

scholarly journals SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS

2019 ◽  
Vol 128 (6B) ◽  
pp. 5
Author(s):  
Nguyễn Thị Tân An ◽  
Tạ Thị Minh Phương ◽  
Nguyễn Thị Duyến ◽  
Trần Ngọc Đức Toàn ◽  
Trần Dũng
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Secondary Mathematics ◽  
Research Literature ◽  
Positive Interactions ◽  
Teaching Approaches ◽  
Life Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Authenticity In Teaching

The teaching approaches of mathematics derived from humanity involve positive interactions that support meaningful and relevant learning. The main objective of the teaching approaches is to prepare students with the competence to solve daily life problems and one of the most important tools is using authentic tasks. There are different opinions on "task authenticity" in teaching and learning mathematics. This study examined how secondary mathematics preservice teachers think of the authenticity of tasks. Drawing on a framework of tasks authenticity adopted from the research literature, we analyzed PSTs’ response to the criteria of task authenticity. The results show that the PSTs attended to the event feature and the tool feature of task, but overlooked other features. Implications for teacher training are discussed.

scholarly journals Strategies to Cope With Students’ Discipline Problems in Senior High School

2020 ◽  
Vol 3 (1) ◽  
pp. 40-47
Author(s):  
Aryati Prasetyarini ◽  
Mauly Halwat Hikmat ◽  
Mohammad Thoyibi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Primary Source ◽  
Qualitative Approach ◽  
Senior High School ◽  
Discipline Problems ◽  
School Teachers ◽  
Central Java ◽  
Teachers And Students ◽  
Teacher Actions

The article deals with the strategies implemented by teachers in facilitating the students to comply with the rules. The study aims at identifying the discipline problems faced by teachers and describing the strategies they employ to cope with the discipline problems. The study employed qualitative approach in which the researchers used questionnaire and interview to collect the data. The participants were high school teachers and students of 10 schools in Central Java, Indonesia from various backgrounds: public, private, Islam-based public, Islam-affiliated private, Islam-based dormitory. The interview script became the primary source for interpreting and analyzing data. The findings revealed that the most common discipline problems faced by the teachers were noisy classroom, wrong/incomplete attributes and unpunctuality. The strategies applied by the teachers to cope with the students were corrective, assertive, and preventive disciplines. The teachers should improve the quality in maintaining the classroom discipline by creating a conducive classroom and involving the students in setting the classroom rules, such as attendance, learning participation, students and teacher actions, and assessment.

scholarly journals Essence of Authenticity and its Criteria in the English Language Classroom.

2018 ◽  
pp. 1088-1093
Author(s):  
Anastasia S. Syunina ◽  
Iskander E. Yarmakeev ◽  
Tatiana S. Pimenova ◽  
Albina R. Abdrafikova
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Learning Activities ◽  
Foreign Languages ◽  
Teaching Techniques ◽  
Language Classroom ◽  
Authenticity In Teaching ◽  
Research Goal ◽  
Pedagogical Literature

The main goal of our research was to analyze students can sound authentic in the English language classroom. The theoretical analysis of scientific and pedagogical literature plus the analysis of the empirical experience of teaching foreign languages were chosen as the leading research methods. the results showed that most of the surveyed students expressed a wish to be able to sound authentic and improve their language skills. When the essence of authenticity in teaching and learning EFL is identified and approbated there can be chosen appropriate teaching techniques and learning activities which have the power of bridging the eternal divergence between two targets of L2 learners: sounding more like a native speaker or simply sounding more fluent. This frames the research goal of the experiment which is scheduled to be conducted at the second (final) stage of the research.

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