Understanding and embracing contradictions: an exploration of high school English teachers’ beliefs about whole-class discussion

2018 ◽  
Vol 32 (4) ◽  
pp. 371-385 ◽  
Author(s):  
Todd Reynolds
Keyword(s):  
High School ◽  
English Teachers ◽  
Class Discussion ◽  
High School English ◽  
Teachers Beliefs ◽  
Whole Class Discussion ◽  
Whole Class

scholarly journals Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

2022 ◽  
Vol 9 (1) ◽  
pp. 237-257
Author(s):  
Lucky Amatur Rohmani ◽  
Erna Andriyanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
High School English ◽  
Cultural Elements ◽  
Teachers Beliefs ◽  
Culture Teaching ◽  
Beliefs And Attitudes

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

scholarly journals A NEED ANALYSIS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN BIMA TO EMPOWER THEIR TEACHING PERFORMANCE

2017 ◽  
Vol 1 ◽  
pp. 402
Author(s):  
Nurnaningsih Nurnaningsih
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Teaching Performance ◽  
High School English ◽  
Junior High School Teachers ◽  
Need Analysis ◽  
Teachers Beliefs ◽  
Service Training

This research focuses on analysis English teachers needs to empower their teaching performance particularly in the context of Bima, West Nusa Tenggara. This research aimed to find out the particular needs of Junior High School teachers in Bima to develop their professionalism. The data of this study were collected through several techniques such as questionnaires, interviews, observations, and documents. The data of this study was analyzed qualitatively. Several aspects related to the teachers` performance and teachers` beliefs are discussed in this study. The finding of this study shows that teachers in Bima find a lot of barriers in their teaching performance related to the lack of teaching media, infrastructures, students` low motivation, teachers` limits, and so on. Some of English teachers in Bima believe that they need a routine in-service training program to unify their perspective on respect to optimize their role as English teachers. Considering the critical need of teacher training activity, some of English teachers in Bima agreed to run an autonomous MGMP program for once a month regular meeting. This study offers some suggestions for Junior High School English teachers particularly in the context of Bima as the location of the study. By the presented facts, hopefully English teachers in Bima get such information which benefits to empower their teaching performance.

A Survey on Korean high school English teachers’ perception of English education policies.

2012 ◽  
Vol 67 (2) ◽  
pp. 367-391
Author(s):  
박지선 ◽  
박재은 ◽  
백인환 ◽  
Kyungsuk Chang
Keyword(s):  
High School ◽  
English Education ◽  
English Teachers ◽  
Education Policies ◽  
High School English

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

Comparing whole-class discussion and task-based activity

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Thoraya Farzaneh ◽  
Alessandro Benati
Keyword(s):  
Class Discussion ◽  
Pedagogical Approach ◽  
Instructional Treatment ◽  
L2 Learners ◽  
Whole Class Discussion ◽  
Instructional Treatments ◽  
Whole Class ◽  
Positive Results ◽  
And Task

This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners’ response towards the task based activity showed positive results and the task-based activity treatment was considered a better pedagogical approach.

The silent and the vocal: Participation and learning in whole-class discussion

2017 ◽  
Vol 48 ◽  
pp. 5-13 ◽  
Author(s):  
Catherine O'Connor ◽  
Sarah Michaels ◽  
Suzanne Chapin ◽  
Allen G. Harbaugh
Keyword(s):  
Class Discussion ◽  
Whole Class Discussion ◽  
Whole Class
Sign in / Sign up

Export Citation Format

Share Document