scholarly journals Classroom Discourse and Teachers’ Experience: A Cognitive View

2021 ◽  
Vol 11 (10) ◽  
pp. 1308-1317
Author(s):  
Bibi Malihe Vamagh Shahi
Keyword(s):  
Novice Teachers ◽  
Community Of Practice ◽  
Cognitive Processes ◽  
Classroom Discourse ◽  
English Teachers ◽  
Experienced Teachers ◽  
Years Of Experience ◽  
Efl Teachers ◽  
Action Verbs

In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.

scholarly journals Explorations of Beliefs about EFL Teachers’ Roles from Both Teachers’ and Students’ Perspectives through Metaphor Analysis

2020 ◽  
Vol 16 (29) ◽  
Author(s):  
Sharihan Shawkat Azeez
Keyword(s):  
Teaching And Learning ◽  
English Teachers ◽  
Sentence Completion ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The University

Metaphor acts as a window into comprehending teachers’ experiences through providing insights into complex concepts of teaching and learning. As a result, it plays a crucial role in exploring beliefs about teachers’ roles in the teaching and learning process. To elicit ideas and beliefs which both teachers and students held about the role of English teachers, questionnaires were given to 30 teachers and 85 students in the University of Duhok, English Department. The questionnaire asked the subjects to provide their beliefs about English teachers’ roles by using a sentence completion task “An English teacher is…. because….”. Eight conceptual categories are introduced from the linguistic metaphors and example metaphors for each category are given in the results tables. The eight conceptual categories include: teacher as devotee, teacher as nurturer, teachers as provider / source of knowledge, teacher as cultural transmitter, teacher as authority, teacher as guider, teacher as a friend, and teacher as a nice beautiful soul. All participants expressed the same conceptual categories, but still they use different metaphors to express their views. An interesting feature of these results is that there are some parallel and overlaps of metaphors among different subjects. The findings of this study suggested subtle differences between students’ and teachers’ beliefs. This study will benefit teachers, curriculum designers, and researchers. Researchers may carry out comprehensive studies using metaphor as an investigating tool to better understand both students and teachers’ perceptions of the teachers’ roles. The results will help develop comprehensive and inclusive methods of teaching. Larger samples with variables such as gender, age, different locations, and proficiency of participants should be taken into consideration during future studies.

The influence of music and educational songs on EFL students' achievement from their teachers' perspective in Jenin Region

2021 ◽  
Vol 9 (3) ◽  
pp. 728-738
Author(s):  
Tahani Bsharat ◽  
Keyword(s):  
Research Work ◽  
English Teachers ◽  
Ongoing Research ◽  
Cultural Phenomenon ◽  
English Classes ◽  
Literary Research ◽  
Efl Teachers ◽  
Efl Students ◽  
Effective Use

Music and songs are part of the lives of all. They bring a lot of knowledge about the culture and identity from which they were produced, as a cultural phenomenon. They influence the emotional domain of the lives of individuals and give their minds a deeper insight (Vishnevskaia and Zhou, 2019). This paper desires to explore the influence of music and educational songs on EFL students' achievement from their teachers' perspective in the Jenin region. The research has been designed to probe the role of songs in teaching English to EFL students. Literary research on songs has helped to highlight the importance of Educational songs in teaching EFL students. In this respect, the researchers adopt a mixed-method (qualitative and quantitative). Likewise, data was collected through a questionnaire administered to English teachers and interviews of ten English teachers. The findings analysis shows that music and educational songs are barely used to develop learners’ language skills. The ongoing research work suggests that EFL teachers should be trained on the effective use of educational songs and music in English classes. Moreover, schools and curriculum should be provided with educational songs teaching materials.

scholarly journals Dynamic Moves Found in The Classroom Discourse

2018 ◽  
Vol 4 (1) ◽  
pp. 31
Author(s):  
Rinda Maripah Handayani ◽  
Nurani Hartini
Keyword(s):  
Instructional Practices ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
English Teachers ◽  
Language Teacher ◽  
Quality Of Teaching ◽  
Efl Teachers ◽  
Question And Answer ◽  
Teaching Learning

Interaction is an important word for language teacher. The interaction between teacher and students can determine the quality of teaching learning. In some instances of classroom interaction, the occurrences of dynamic moves cannot be avoided. The dynamic elements are always found in the interaction between teacher and students. In this case, teacher plays significantrole in the classroom interaction. In the scope of this phenomenon, the research was aimed to find out types of dynamic moves in the classroom interaction and to reveal how question and answer are realized. The data were gathered from the Efl classroom interaction which was recorded. The findings revealed that varieties of dynamic moves were found in the interaction. These findings are interesting to be discuss among efl teachers so that the English teachers are able to boost their instructional practices.

scholarly journals Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers

2021 ◽  
Vol 2 (5) ◽  
pp. 1-10
Author(s):  
Parvinsadat Moslehi ◽  
Hadi Salehi
Keyword(s):  
Novice Teachers ◽  
Positive Relationship ◽  
Teaching Experience ◽  
Teacher Autonomy ◽  
Reflective Teaching ◽  
Strong Positive Relationship ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
The Relationship

The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than five years of teaching experience were considered novice and experienced participants). The participants were requested to fill out two questionnaires measuring reflective teaching and teacher autonomy. The descriptive statistics as well as inferential statistics were employed to analyze the data. The findings showed that there was a strong positive relationship between the experienced teachers' reflective teaching and their teacher autonomy and there was a moderate positive relationship between the novice teachers' reflective teaching and their teacher autonomy. The results of the present study will be useful for EFL teachers to have effective teaching. Obviously, reflective teaching would help teachers to foster their independence.

Making the Most of Mathematical Discussions

2007 ◽  
Vol 101 (4) ◽  
pp. 257-261
Author(s):  
Megan Staples ◽  
Melissa M. Colonis
Keyword(s):  
Conceptual Understanding ◽  
Classroom Discourse ◽  
Good Practice ◽  
Mathematical Discourse ◽  
Experienced Teachers ◽  
Mathematical Discussions ◽  
Principles And Standards ◽  
Key Aspects ◽  
Insight Into

The importance of mathematical discourse and its connection to developing conceptual understanding, communication, and reasoning is well documented throughout NCTM's Principles and Standards for School Mathematics (2000). For example, NCTM's Learning Principle emphasizes the role of discourse in supporting student learning, noting that “classroom discourse and social interaction can be used to promote the recognition of connections among ideas and the reorganization of knowledge (Lampert 1986)” (NCTM 2000, p. 21). The skillful facilitation of discussions is something both novice and experienced teachers find challenging. Most teachers can recall a well-planned lesson that did not unfold as expected. From this article, we hope readers gain insight into planning mathematically focused, collaborative discussions. We illuminate three key aspects of the pedagogy of teachers who were successful in consistently organizing whole-class discussions. These teachers created learning environments aligned with NCTM's vision of good practice, where students were given conceptually demanding tasks, worked together to develop ideas, and consistently were asked to make sense of mathematics.

English as an international language? Taiwanese university teachers' dilemma and struggle…

English Today ◽  
2008 ◽  
Vol 24 (3) ◽  
pp. 39-45 ◽  
Author(s):  
Hsuan-Yau Tony Lai
Keyword(s):  
English Language ◽  
English Teachers ◽  
Experienced Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
University Teachers ◽  
International Language ◽  
Language Classroom ◽  
English Speaking

ABSTRACTThis study aims to explore university English teachers' perceptions of the role of English today in Taiwan from two aspects – the ownership of English and acquiring target language culture in the English language classroom. The concept of English as an international language (EIL) or English as a lingua franca (ELF) has been discussed extensively in the ELT field for many years. Theoretically the concept promotes the idea that English is no longer a possession of any particular English-speaking countries and that there are many different varieties of Englishes. Since teachers are an important – if not the most important – influence in the language classroom, their perceptions are likely to affect the students profoundly. In spite of the theoretical discussion of EIL, in reality, what do university English teachers in Taiwan think about the role of English today? In the study, five experienced teachers were invited for a focus group interview to discuss these issues. The results suggest that university English teachers in Taiwan are facing a dilemma and struggle to follow the notion of EIL (or ELF) in the classroom.

scholarly journals Role of Mentoring System in Professional Development of Entry-Level Teachers

2017 ◽  
Vol 22 (4) ◽  
pp. 27-37
Author(s):  
E.V. Arzhanykh
Keyword(s):  
Professional Development ◽  
General Education ◽  
Novice Teachers ◽  
Experienced Teachers ◽  
Entry Level ◽  
Young Professionals ◽  
Current Trends ◽  
The Russian Federation ◽  
Mentoring System

The system of mentoring permits to eliminate the "gap" between the theoretical knowledge received by novice teachers during their university studies and the required qualification characteristics (described in the Russian Professional Standard for Teachers).This article presents the research data on the role of the system of mentoring in the professional development of young general education teachers.The data was obtained through a survey of entry-level and experienced teachers (490 participants) conducted in 6 regions of the Russian Federation in May-June 2016.According to the survey, most of the young professionals admit that more experienced colleagues can teach them a lot, but more than half of novice teachers believe that they "are often not up to date with current trends in pedagogy", and individual mentor assistance is not considered by novice teachers as a preferred form of professional development.The results of the survey showed that at present the institute of mentoring in the professional development has more importance for experienced teachers than for their young colleagues.

scholarly journals English Teachers’ Subjectivities: Contesting and Resisting Must-be Discourses

2019 ◽  
Vol 12 (3) ◽  
pp. 65
Author(s):  
Pilar Méndez ◽  
Eliana Garzón ◽  
Rodolfo Noriega-Borja
Keyword(s):  
Bilingual Education ◽  
English Teachers ◽  
The Self ◽  
Situated Knowledge ◽  
Discursive Practices ◽  
Historical Discourse ◽  
Trace Back ◽  
Efl Teachers ◽  
Academic Publications

This paper problematizes the meaning of subjectivity constructed by Colombian English Teachers in response to a National Bilingual Program and its system of reason to produce English teachers’ identity and promote bilingual education. The double-side character of subjection/subjectification (Foucault, 1982) is used to analyze English teachers’ work of the self and contestarian/resistance practices to affirm themselves as researchers and critical thinkers but also to claim recognition as educators who produce relevant and situated knowledge. Historical Discourse Analysis, through archeological procedures (Foucault, 1972) to trace back English teachers’ discursive and non-discursive practices, were key to unveiling how teachers think of themselves as English teachers, oppose policies and respond to dominant discourses in relation to English teaching. More than 100 English teachers’ academic publications were revised and confronted with normalized discourses circulating in political programs, print media and experts’ documents. Findings contribute to EFL teachers’ understanding of their own struggles and the role of their resistance practices to affirm their subjectivities.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

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