scholarly journals Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

2020 ◽  
Vol 6 (3) ◽  
pp. 80-93
Author(s):  
Rastislav Metruk
Keyword(s):  
Secondary School Teachers ◽  
Classroom Interaction ◽  
Language Teachers ◽  
Traditional Teaching ◽  
Effective Teacher ◽  
Teachers Perceptions ◽  
Upper Secondary ◽  
Efl Students ◽  
Teachers Perspectives ◽  
Pre Service Teacher

A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

scholarly journals «Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

2018 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Ingrid Helleve ◽  
Marit Ulvik ◽  
Kari Smith
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
International Study ◽  
Professional Role ◽  
Upper Secondary School ◽  
Pedagogical Beliefs ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Upper Secondary ◽  
Upper Secondary Schools

Målet med denne studien er å undersøke hvordan lærere forstår og tolker sitt profesjonelle handlingsrom og hvordan de, basert på denne erfaringen, har opplevd å nå sine egne mål over tid. Studien, som er del av en internasjonal studie, bygger på observasjoner, intervjuer og story-lines fra seks lærere ved tre videregående skoler. Lærerne er av ledelsen utpekt til å være lærere som utnytter det handlingsrommet de har og som selv tar styring på hvordan de praktiserer lærerjobben. Funnene viser at lærerne langt på vei tolker og endrer rammer og regelverk i tråd med egne mål – også lærere innenfor samme kontekst. De fleste lærerne opplever at de utnytter og har utnyttet et større handlingsrom enn de erfarer å ha med bakgrunn i rammer og pålegg. Dette resultatet skiller seg fra de to andre landene som deltar i den internasjonale studien. Konklusjonen er at kunnskap om læreres forståelse av sitt profesjonelle handlingsrom kan bidra til refleksjon over egen lærerrolle og til ny innsikt i skoleutvikling.Nøkkelord: profesjonelt handlingsrom, videregående skole, lærereTeachers’ professional space – How it is experienced and utilizedAbstractThe aim of the study is to examine teachers’ understanding and interpretation of their professional space, and how they experience having possibilities to practice their pedagogical beliefs throughout their careers. The study, which is part of an international study, is built on observations, interviews and story-lines from six teachers in three Norwegian upper secondary schools. These are teachers viewed by their principals as independent teachers exploiting their professional space when practicing teaching. Findings show that to a large extent teachers interpret and change frames and rules according to their own pedagogical beliefs. Teachers working in the same schools respond differently to school regulations. Most of the teachers claim to have more space than what they perceive external rules and frameworks allow for. This finding differs from the two other participating countries in the international study, in which obedience to external regulations was strong. The conclusion reached in this paper is that additional knowledge about teachers’ perceptions of their professional space will contribute to ways in which reflection of practice and professional role can be enhanced, and thereby support school development.Keywords: professional space, upper secondary school, teachers

scholarly journals Investigating teachers’ perceptions of syntactic complexity in L2 academic writing

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Panel Discussion ◽  
Language Teachers ◽  
Target Language ◽  
Syntactic Complexity ◽  
Teachers Perceptions ◽  
Similarities And Differences ◽  
Teachers Perspectives ◽  
Argumentative Texts

This paper aims to investigate how L2 teachers perceive syntactic complexity in L2 writing, and to what extent teachers’ judgements are related to current theoretical views. The main reason for conducting the study is that the majority of studies that have investigated the development of syntactic complexity in L2 have been grounded in hypothesis-testing research; few studies, however, have explored whether teachers’ perspectives on syntactic complexity reflect the development of syntactic complexity as hypothesised in the SLA literature. Two groups of language teachers (eleven of L2-Dutch and sixteen of L2-Italian) were asked to evaluate individually the syntactic complexity of a sample of argumentative texts written by L2 university students of, respectively, Dutch and Italian. In the panel discussion that followed, teachers discussed their motivation behind their assigned scores and the feedback they had proposed. The results revealed that teachers tended to focus primarily on accuracy and comprehensibility. When their comments were concerned with syntactic complexity, both similarities and differences (related to target language and writing context) emerged between Dutch and Italian. Teachers’ reflections appeared to be only partly aligned with existing theoretical views on syntactic complexity.

scholarly journals Decolonial options and foreclosures for global citizenship education and education for sustainable development

2020 ◽  
Vol 4 (1) ◽  
pp. 66-83 ◽  
Author(s):  
Karen Pashby ◽  
Louise Sund
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Secondary School Teachers ◽  
Global Citizenship ◽  
National Policy ◽  
Global Learning ◽  
Global Citizenship Education ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Upper Secondary

This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England, Finland, and Sweden who participated in workshops drawing on the HEADSUP (Andreotti, 2012) tool which specifies seven repeated and intersecting historical patterns of oppression often reproduced through global learning initiatives. Teachers reacted to and discussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings: a) the relationship between formal and nonformal global education and mediation of mainstream charity discourses, and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.  

scholarly journals Teacher’s Perception of “A good English Language Teacher”

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Nguyen Viet Hung
Keyword(s):  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
Competency Framework ◽  
Teacher Competence ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Competence Framework

This article, as a part of a bigger research project on teachers' perceptions about the role of the teacher in teaching English in Vietnam, is to contribute a voice in clarifying the competence of a language teacher (teaching language) in view of ELT methodologists in the world. First author presents different perspectives on English teacher competence framework, then makes analysis of the competence frameworks, caregorizes them into groups, so that readers easily find the strengths and weaknesses of the model. Then the article summarizes the results of a study on the perception of secondary school teachers in Hanoi about “a good English language teacher” and necessary competences of English language teachers. Theoretical framework for data analysis is based on Dudzik's Competency Framework for English Language Teachers (2008) and the Guidebook for use of Competency Framework for English Language Teachers from NFL2020 (2015). Research results will bring new information and necessary knowledge to help teachers and administrators (especially NFL2020) make appropriate adjustments to improve the quality of English language teaching in Vietnam.

scholarly journals Effects of Exploratory Practice (EP) on Team Teachers’ Perceptions in Japanese High Schools

2015 ◽  
Vol 37 (1) ◽  
pp. 5
Author(s):  
Takeaki Hiratsuka ◽  
Gary Barkhuizen
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
Team Teaching ◽  
Language Teachers ◽  
Research Attention ◽  
Teachers Perceptions ◽  
Development Processes ◽  
Teachers Perspectives ◽  
Over Time ◽  
Japanese High Schools

A team-teaching scheme involving local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) has been in place in Japanese high schools since 1987. Team teaching, including teachers’ perspectives on their team-taught classes, has attracted research attention. However, how research in the form of Exploratory Practice (EP; Allwright & Hanks, 2009) affects team teachers’ perceptions over time has not been documented. Data were collected for 4 months from team teachers in two high schools using various qualitative methods. Content analysis (Bogdan & Biklen, 2007) was employed to examine the data, and it was found that an EP experience mediated the participants’ perceptions through different cognitive development processes, namely, replacement, synthesis, and reconfirmation. It was also revealed that the experience sometimes had only a minimal effect. The divergent effects seem to have stemmed from individual differences, pair discrepancies, contextual factors, and research conditions. The paper concludes with implications of the study. 日本では1987年以来、日本人英語教諭（JTE）と外国語指導助手（ALT）によるティームティーチングが英語授業内で実施されている。現在まで教師の意識調査を含めたティームティーチングに関する研究が盛んに行われているが、teacher research（教師主導的実践研究）、特にExploratory Practice（探求的実践活動）(EP; Allwright & Hanks, 2009) が教師の認識にどのような影響を及ぼすかは検証されていない。本研究では２つの高等学校で働くティームティーチングペア２組から質的手法を通して４ヶ月に渡ってデータが収集された。データはその後content analysis（内容分析法; Bogdan & Biklen, 2007） を用いて分析された。その結果、教師のEPに影響された認識発達の過程は大きく３つ（置換、統合、再確認）に分類されることが判明した。同時に、EPの影響は時に最小限に留まることも明らかとなった。これらの影響に関する相違は教師個人の特徴、ペアの構成、周囲の環境、そして絶えず変化する研究過程に起因することが示唆された。本論では最後に、言語教師教育における実践的な提言を行う。

scholarly journals Iranian EFL Teachers' Perceptions Toward Teacher Training Courses

2021 ◽  
Vol 4 (12) ◽  
pp. 63-76
Author(s):  
Atefeh Nikoobin
Keyword(s):  
Teacher Training ◽  
Point Of View ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Interview Session ◽  
Efl Teachers ◽  
The Status ◽  
Training Courses ◽  
Teachers Attitudes ◽  
Teachers Perspectives

The present study aimed to evaluate teacher training courses (TTCs) in several institutes in Isfahan, Iran, to explore the teachers' perspectives on the status and characteristics of this program. More specifically, this study sought language teachers' perceptions on the aspects (duration, intensity, instructors, practicum) and contents (topics covered in the program, teaching the skills, theory) of the TTC program they attended. For this purpose, 34 language teachers were required to fill out a questionnaire to explore participant teachers' attitudes toward the TTC program elements. Furthermore, the teachers were invited to an interview session in order to share their opinions about the overall usefulness of teacher training courses they had attended. The findings revealed that, overall, the teachers were satisfied with different elements of this program. From the teachers ' point of view, the most useful aspect and content of the program were "instructors" and "teaching the skills", respectively.

scholarly journals Content Teachers’ Perspectives from a CLIL Methodology Training Course

EL LE ◽  
2020 ◽  
Author(s):  
Laura Tommaso
Keyword(s):  
Secondary Teachers ◽  
Teaching Practice ◽  
Multiple Sources ◽  
Teachers Perceptions ◽  
Training Course ◽  
Upper Secondary ◽  
On Line ◽  
Additional Support ◽  
Teachers Perspectives ◽  
The University

The purpose of this study is to explore upper secondary teachers’ perceptions, attitudes, and needs regarding a CLIL methodology teacher training course offered by the Language Centre of the University of Molise in the year 2017-2018. To this end, multiple sources of evidence were gathered from e-questionnaires and observations. The findings point to the need to strengthen training in the areas of micro-teaching and teaching practice and to the importance of practice observation, especially from more experienced CLIL teachers. In this respect, the study suggests to consider a more extensive usage of on-line teaching environments where additional support and valuable resources can be provided throughout the course.

scholarly journals School Principals’ Authentic Leadership and Teachers’ Psychological Capital: Teachers’ Perspectives

2016 ◽  
Vol 9 (10) ◽  
pp. 245 ◽  
Author(s):  
Feng Feng-I
Keyword(s):  
Authentic Leadership ◽  
Psychological Capital ◽  
Secondary School Teachers ◽  
School Principals ◽  
Theoretical Argument ◽  
Positive Psychological Capital ◽  
Teachers Perceptions ◽  
Teachers Perspectives ◽  
Relationship Of ◽  
The Relationship

<p class="apa">This study examined teachers’ perceptions of principals’ authentic leadership and the relationship of authentic leadership to teachers’ psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals’ authentic leadership as moderate and that the principals’ practice of authentic leadership was influenced by culture. Moreover, the principals’ authentic leadership was found to be positively and significantly associated with teachers’ psychological capital. This study provides empirical evidence to support a theoretical argument suggesting that authentic leadership fosters positive psychological capital among the members of an organization.</p>

scholarly journals HOTS QUESTIONING ABILITY AND HOTS PERCEPTION OF LANGUAGE TEACHERS IN INDONESIA

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Imelda Gozali ◽  
Anita Lie ◽  
Siti Mina Tamah ◽  
Fransiskus Jemadi
Keyword(s):  
Qualitative Data ◽  
Secondary School Teachers ◽  
Lesson Plan ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Pedagogical Competence ◽  
Years Of Service ◽  
The Difference

This study is part of a larger-scale research aimed at mapping the pedagogical competence of teachers of English and Indonesian Language across three cities of differing demographic features in Indonesia. As a subset of the study, this paper focused on investigating the ability to formulate higher-order thinking (HOT) questions in the classroom among the teachers, as well as getting their perception about applying HOTS in their classes. The mapping was done by comparing the abilities across teachers’ regions, years of service, and subjects taught (English and Indonesian Language). This research was designed as a case study involving quantitative and qualitative data analyses, with 15 (fifteen) secondary school teachers as the participants.  Data were collected through classroom observations, document (lesson plan) analyses, as well as teachers’ interviews. Quantitative analysis was performed on the teachers’ scores in formulating HOTS questions, while teaching documents and transcripts were coded for qualitative analysis. Although the statistical results revealed no significant difference between the HOTS questioning scores of the teachers in the different regions and years of service, qualitative data suggested that language medium, as shown by the difference between English and Indonesian Language teachers, might be an important factor affecting the abilities of teachers to ask HOT questions, as well as their perception of the applicability of HOTS in their classes. The inquiry into the teachers’ perceptions of HOTS also displayed a gap between teachers in the bigger city and those in more remote regions, as well as between the novices and the practitioners.

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

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