scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals Tolerance in the UAE Islamic Education Curriculum

2020 ◽  
Keyword(s):  
High Schools ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Societal Challenges ◽  
Learning Programs ◽  
Teacher Professional ◽  
International Climate ◽  
The Subject

Promoting the values of peace and tolerance within an international climate of turbulence and instability is an essential responsibility for governments and schools. Threats to tolerance include the circumstances of societal challenges, instabilities in the region, and the increasing risks of social media. Ways to nurture and instill tolerance through the subject of Islamic education in UAE high schools is a key concern. Through a case study of the written, taught, and learnt curriculum of UAE Islamic education, this paper investigates the teaching and learning of tolerance in UAE high schools. It provides recommendations on how Islamic education classes, built on an awareness of the Islamic value of tolerance as a foundational component, can be utilized for shaping educational experiences that promote open mindedness. Curriculum-aligned Islamic education resources need to be further developed and teacher professional learning programs should be launched to empower teachers to achieve this intended aim.

scholarly journals Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning

2020 ◽  
Vol 15 (4) ◽  
pp. 445-467 ◽  
Author(s):  
María Jesús Rodríguez-Triana ◽  
Luis P. Prieto ◽  
Tobias Ley ◽  
Ton de Jong ◽  
Denis Gillet
Keyword(s):  
Professional Learning ◽  
Knowledge Creation ◽  
Teaching And Learning ◽  
Large Scale ◽  
Social Practices ◽  
Social Dimension ◽  
Pedagogical Practices ◽  
Classroom Implementation ◽  
Knowledge Appropriation ◽  
Pedagogical Innovations

AbstractSocial practices are assumed to play an important role in the evolution of new teaching and learning methods. Teachers internalize knowledge developed in their communities through interactions with peers and experts while solving problems or co-creating materials. However, these social practices and their influence on teachers’ adoption of new pedagogical practices are notoriously hard to study, given their implicit and informal nature. In this paper, we apply the Knowledge Appropriation Model (KAM) to trace how different social practices relate to the implementation of pedagogical innovations in the classroom, through the analysis of more than 40,000 learning designs created within Graasp, an online authoring tool to support inquiry-based learning, used by more than 35,000 teachers. Our results show how different practices of knowledge appropriation, maturation and scaffolding seem to be related, to a varying degree, to teachers’ increased classroom implementation of learning designs. Our study also provides insights into how we can use traces from digital co-creation platforms to better understand the social dimension of professional learning, knowledge creation and the adoption of new practices.

scholarly journals The Communication Strategies Used in English Classroom Presentation by the English Education Students of UNIMUDA Sorong

2018 ◽  
Vol 5 (2) ◽  
pp. 13-21
Author(s):  
Nurteteng Nurteteng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Communication Strategies ◽  
Video Recording ◽  
Code Switching ◽  
Communication Strategy ◽  
Education Students ◽  
English Classroom ◽  
Classroom Presentation

The study attempts to analyze the types of communication strategies used in English classroom presentation by the English education students of UNIMUDA Sorong and the reasons why they used the strategy. The study took place at UNIMUDA Sorong in TEFL class where 30 students were participated and observed during their presentation activity in this subject. The study employed descriptive method, where the data obtained through open interviewed and video recording. The result showed that from twelve features of communication strategies, there are six of them that the students used during presentation. They are appoximation, circumlocation, examplification, word coinages, code switching and use fo fillers. Circumlocation was used because the students wanted to make direct contact to the students in order to make the successful teaching and learning process. Examplification was used because it can reflect the meaning of the concept. Word coinages was used because they might forget the appropriate words/term. Code switching was used because they felt more comfortable in case she combined between Bahasa Indonesia and the English language. Use of fillers was used because the strategy was very significant particularly second or foreign language speaker. The most frequently communication strategy that the students used is use of fillers.

scholarly journals The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM

2021 ◽  
Vol 6 ◽  
Author(s):  
Catherine Attard ◽  
Nathan Berger ◽  
Erin Mackenzie
Keyword(s):  
Student Engagement ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Local Community ◽  
Teacher Professional Learning ◽  
Significant Finding ◽  
Structured Interviews ◽  
School Partnerships ◽  
Inquiry Based Learning ◽  
Teacher Professional

School teachers in science, technology, engineering and mathematics (STEM) face challenges in developing and maintaining high levels of student engagement and achievement in those disciplines. Consequently, declining numbers of students are electing these subjects beyond the compulsory years of schooling. A major factor in student engagement often is curriculum content being relevant to the lives of students outside the classroom. Two key ways teachers can enhance the real-world relevance of their lessons are inquiry-based learning and localising the curriculum to provide an authentic context for teaching and learning. In this paper, we report a qualitative study into the perceived influences of inquiry-based learning on student engagement, as facilitated through teacher professional learning in the context of two major infrastructure programs in Sydney, Australia. Semi-structured interviews and focus groups were conducted with primary and secondary teachers who participated in professional learning about inquiry-based pedagogies, as well as with their students who undertook inquiry-based learning projects based on the infrastructure programs in their local community. Inductive and deductive content analyses using Attard’s Framework for Engagement with STEM illustrated how the combination of teacher professional learning, student inquiry-based learning, and localised industry-school partnerships enhanced student engagement across operative, cognitive, and affective domains. Another significant finding was the extent to which professional learning as the vehicle for inquiry-based learning and industry connections enhanced teachers’ pedagogical relationships and pedagogical repertoires in ways not possible with more conventional approaches to industry-school partnerships.

Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

2020 ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer V. Lock ◽  
Kim Koh
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Complex Problem ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Learning And Teaching

Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.

Talking about culturally responsive approaches to education: teacher professional learning, Indigenous learners and the politics of schooling

2020 ◽  
pp. 1-8
Author(s):  
Michelle Bishop ◽  
Greg Vass
Keyword(s):  
Professional Learning ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Teacher Professional Learning ◽  
Indigenous Students ◽  
Diverse Backgrounds ◽  
Teacher Professional ◽  
Settler Society ◽  
Indigenous Learners

Abstract Culturally responsive approaches to schooling (CRS) aim to address pervasive inequities that exist in education. More specifically, CRS practices seek to improve the experiences and academic achievements of marginalised and minoritised learners, such as those from culturally and linguistically diverse backgrounds. In this paper, we consider the possibilities for CRS in the context of Australia where Indigenous students (along with their parents, peers and teachers) are consistently reminded, courtesy of the deficit government policies and ‘close the gap’ rhetoric, that they have the worst educational outcomes of any settler society. This paper does not seek to offer fixed solutions in response to this. Rather, based on shared experience researching and teaching together that draw on CRS, the paper foregrounds a collaborative culturally responsive dialogue between the authors. Together we discuss, deliberate and despair about the state of the education system for Indigenous students, we also remain tentatively hopeful about how CRS might become embedded in teaching and learning, through teacher professional learning, in ways that are relevant to the Australian context.

scholarly journals Trauma-Sensitive Practice for New Teacher Standards: Addressing the Epidemic of Our Times

in education ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 51-76
Author(s):  
Alexandra Fidyk
Keyword(s):  
Mental Health ◽  
Professional Learning ◽  
Teaching And Learning ◽  
New Teacher ◽  
Relational Ethics ◽  
Embodied Experience ◽  
Whole School ◽  
Keywords Trauma ◽  
Urban Elementary School ◽  
Teacher Professional

In response to provincial and national calls for whole school approaches, and in the hope to support new teacher competencies aimed at promoting mental health, this paper considers the changing dynamics within the current classroom through elements and implications of a participatory study conducted in an Alberta urban elementary school. Specifics from this research with young “girls,” who engaged in ritual, ceremony, arts-integrated, contemplative, and somatic practices, target the on-going conversation on mental health and best practices in schools. Images of and from their life-size body maps are imbedded into the discussion, promoting the inclusion of body-centred, emotional, and imaginal dynamics to be integrated throughout teaching and learning. The discussion calls for the conscious shift of teachers, counselors, and leaders into more integral and ecological paradigms that understand health through the multifold relations with others and the environment. This argument is supported by trauma literature that calls for affective embodied experience, greater inclusion of right hemispheric activities, relational ethics, and teacher professional learning.            Keywords: trauma; mental health; whole school approaches; ritual; ceremony; contemplative, somatic, and arts-based methods; paradigm

scholarly journals TEACHER PROFESSIONAL LEARNING FOR INCLUSION: A CASE OF DYSLEXIA AS AN (E-)TEACHING APPROACH

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Vasiliki Ioannidi ◽  
Ilianna Gogaki
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Case Study Research ◽  
Rehabilitation Program ◽  
Teaching Approach ◽  
Teacher Professional ◽  
Applied Knowledge ◽  
Supporting Teachers

The purpose of this article is to present a case of dyslexia as an (e-)teaching approach of inclusion within the framework of lifelong teachers’ education in order to implement theoretical knowledge. The combination of theoretical and applied knowledge aims at supporting teachers in all structures of General and Special Education. The methodological approach uses the case study research design in teacher education. A case of a child with dyslexia is presented, as well as the symptomology that it presents. The next item is the presentation of the diagnosis process followed and the educational intervention of problems encountered by this pupil. Emphasis is placed on an overall response and rehabilitation program, which may include sequential and systematic exercises and instructions at the verbal and visual level. In conclusion, supporting teacher professional development is an important part of the effort to increase the teaching and learning of children with and without learning difficulties. Finally, the paper concerns the presentation of an incident with dyslexia in lifelong teachers’ education and training as a specific topic and inclusive issue for a modern democratic school. The paper can provide highlights in (e-)teaching through the example of dyslexic profile. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0751/a.php" alt="Hit counter" /></p>

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