Fulbright Teaching Abroad: The Impact of Culture on Teaching Practices

2009 ◽  
Author(s):  
Susan K. Gano-Phillips
Keyword(s):  
Teaching Practices ◽  
Teaching Abroad ◽  
The Impact

scholarly journals Self-Authoring the Meaning of Student Teaching in China: Impacts on First-Year Teaching Practices

2016 ◽  
Vol 28 (1) ◽  
pp. 78-98 ◽  
Author(s):  
Hillary Parkhouse ◽  
Alison McGlinn Turner ◽  
Stephanie Konle ◽  
Xue Lan Rong
Keyword(s):  
Student Teaching ◽  
Social Practice ◽  
Teaching Practices ◽  
Practice Theory ◽  
Data Sources ◽  
First Year ◽  
Intercultural Development ◽  
Social Practice Theory ◽  
Teaching Abroad ◽  
The Impact

This study investigates the impact of student teaching abroad on first-year teaching practices. In addition to the data sources included in previous research, this study includes observations and interviews during participants’ first year of teaching to uncover the meanings each assigned to her student teaching in China. Drawing on intercultural development theories and Holland’s social practice theory of identity, we found that all participants benefited from the experience; however, their backgrounds and teaching contexts differentiated how they translated the experience to shape their beliefs and teaching practices. Thus, teachers may gain more from international experience, as they self-author meaning, if they are guided through reflections tailored to their individual needs and teaching assignments.

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Perceptions of Certified EFL Teachers Pertaining to Teacher Certification Program in Central Sulawesi, Indonesia

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Anshari Syafar
Keyword(s):  
Teacher Certification ◽  
Teaching Practices ◽  
Teaching Performance ◽  
Certification Program ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
The Status ◽  
The Impact ◽  
Central Sulawesi

The state and condition of Indonesian teachers have gradually changed to a better nuance due to the compensation of teacher certification program (TCP). The program has conceivably raised the status of the teachers in social and economic lives. However, the impact of the program on the improvement of overall teacher‘s quality—teaching performance as mandated by Teacher and Lecturer Law remains questionable, and the big question is what and how teachers perceive and act in response to the objective of the program. The program aims not only to increase the teachers‘ salary, but also to improve the quality of their teaching performance based on the teacher standard competence, that is pedagogical, personality, social, and professional competences. Therefore, the study explore and describe certified EFL teachers‘ perceptions concerning benefits of the program on thier social and economic lives, improvement and quality of their teaching practices; perceptions on the ways management ran the program; and expectations for better services of the TCP management. 

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2016 ◽  
pp. 1103-1119
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 986-1002
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

scholarly journals THE IMPACT OF PALESTINIAN TEACHER’S ACCEPTANCE OF USING TECHNOLOGY ON THEIR TEACHING PRACTICES IN LIGHT OF THE CORONA PANDEMIC

2021 ◽  
Vol 03 (06) ◽  
pp. 296-314
Author(s):  
Mahasen Y. SEHWEIL
Keyword(s):  
Technology Acceptance ◽  
Teaching Practices ◽  
Qualitative Methodology ◽  
Educational Process ◽  
Computer Applications ◽  
Technology In Education ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
The Impact ◽  
Self Learning

This paper studied the impact of Palestinian teacher’s acceptance of using technology on their teaching practices in light of the corona pandemic, twelves teachers are from different education directories in West- Bank. Qualitative methodology was employed in-depth semi- structured interviews to explain how their acceptance of using technology according to a model of technology acceptance (TAM); impact their teaching practices in light of the corona pandemic. Findings shows that Teacher’s perception that employing technology is useful in education. These perceptions of usefulness of using technology have been reflected in their practices in all aspect of the educational process: content, communication with students, teaching strategies, assessment methods, and the variety of applications they used. Also employing technology in education is easy, if the teacher possesses the technological skills. They worked to develop themselves in the field of technology and computer applications through self-learning and enrollment in the online workshops and courses, then applying what they had learned during in their practice, continuing to develop themselves, and employing technology after the pandemic. Finally, teacher’s acceptance of employing technology in education has been affected by physical and human factors. It is recommended that establishing an integrated plan by the Ministry of Education to include human and physical resources in order to achieve readiness for education in emergencies‎.

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