scholarly journals English Teachers’ Views and Attitudes toward Training Programmes in Innovative Teaching Practices and ICT: An Empirical Research

2019 ◽  
Vol 8 (02) ◽  
pp. 25-31
Author(s):  
Areti. Keramida ◽  
Iosif Fragkoulis ◽  
Efthymios Valkanos
Keyword(s):  
Empirical Research ◽  
Teaching Practices ◽  
English Teachers ◽  
Innovative Teaching ◽  
Training Programmes

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

scholarly journals Classroom Ideologies and Teaching Practices of Native and Non-native English Teachers in EFL Classrooms

2016 ◽  
Vol 6 (5) ◽  
pp. 146
Author(s):  
Hema Vanita Kesevan
Keyword(s):  
Teacher Training ◽  
Teaching Practices ◽  
Great Influence ◽  
English Teachers ◽  
Actual Practice ◽  
Classroom Context ◽  
Convergence And Divergence ◽  
Efl Classrooms ◽  
Training Background ◽  
Actual Teaching

<p class="Abstract">This paper presents the findings of two different sets of teachers’ classroom ideologies and actual teaching practices. It compares a set of native and non-native English teachers that are distinct in terms of teacher training background, qualifications and experiences. This study explores the divergence and convergence of the teachers’ ideologies to their actual implementation in classroom. It investigates the factors that lead to the convergence and divergence of the teachers’ actual practice than their claimed ideologies. The findings of this study reveals that both sets of teachers do share the same classroom ideologies but do not apply those ideologies in a same way. The variations between the teachers exist for a variety of reasons, factors such as nature of training, classroom context, experiences of the teachers and their backgrounds have a great influence on teaching practices.</p>

Exploring Innovation in Second Language Writing Teaching

2019 ◽  
pp. 63-83
Author(s):  
Trinh Ngoc Thanh
Keyword(s):  
Second Language ◽  
Teaching Practices ◽  
Text Comprehension ◽  
L2 Writing ◽  
Future Research ◽  
Innovative Teaching ◽  
Language Writing ◽  
Reading Text ◽  
Qualitative Exploration ◽  
Constant Comparative Analysis

A general aim of the present study is to address the issue of what constitutes the concept of innovation from teacher cognition in the context of second language (L2) writing. This study presents a qualitative exploration into the innovative teaching practices of six Vietnamese EFL teachers coming from three emphases of L2 writing teaching instruction: L2 writing teaching with an emphasis on (1) language skills development, (2) reading text comprehension, and (3) focused textual features. Employing constant comparative analysis into finding interpretations, this study sets the focus on exploring the teaching background of the participants and the dimension of how teacher self-efficacy has an influence on teacher implementation of innovative L2 writing teaching practices. Findings from the study suggest patterns of teacher concerns and teacher thinking of in their L2 writing teaching practices. Further implications are discussed in line with future research and teaching development.

scholarly journals Organisational training perspectives in a changing South Africa

2003 ◽  
Vol 6 (3) ◽  
pp. 591-611
Author(s):  
F. W. Struwig ◽  
E. E. Smith ◽  
D. J.L. Venter
Keyword(s):  
South African ◽  
Empirical Research ◽  
Organisational Change ◽  
Literature Study ◽  
Traditional Role ◽  
Strategic Plans ◽  
African Context ◽  
Training Programmes ◽  
The Relationship

This article focuses on organisational training perspectives within a changing South African context. To achieve the aim of this research project, a literature study, including an Internet-based search, and empirical research were undertaken. During the empirical research, a self-administered questionnaire was sent to 365 training practitioners in order to investigate various training perspectives and its relationship with organisational change. Five null hypotheses are tested to investigate the relationship between training and change variables. The traditional role of training has become obsolete, because of organisational change. Training should be placed at the centre of human resources planning programmes and the strategic plans of the organisation. It is emphasised that actions should be taken to ensure that training programmes affect change and that trainees involved in the change process are effectively managed.

scholarly journals INNOVATIVE TEACHING METHODS AND ENGINEERING EDUCATION RESEARCH

2012 ◽  
Author(s):  
Angela Van Barneveld ◽  
Johannes Strobel
Keyword(s):  
Engineering Education ◽  
Teaching Practices ◽  
Management Strategies ◽  
Research Literature ◽  
Early Years ◽  
System Level ◽  
Learning Approaches ◽  
Innovative Teaching ◽  
Undergraduate Engineering Education ◽  
Optimal Approach

Problem-based learning approaches have been deemed by research literature to be an optimal approach to develop engineering graduate competencies and attributes. While project-based capstone courses tend to be the norm, PBL has a lesser although highly recommended presence in the early years of an engineering program. With early year implementations of innovative pedagogies, engineering educators who persist in their PBL implementations encounter tensions at various levels and are required to devise strategies to manage the tensions.This qualitative study focused on the variation in engineering educators’ ways of experiencing tensions in PBL implementations, as well as how they managed the tensions (n=14). In the specific context of the first two years of undergraduate engineering education, the research questions were (1) based on their teaching practices, what are the predominant tensions encountered by engineering educators? (2) What are the qualitatively different ways in which engineering educators experience tensions with a PBL implementation in their teaching practices? (3) How do engineering educators manage these tensions?Results revealed tensions at both the classroom and system level. Examples of a classroom tension included the transitioning of students not only into engineering but also into PBL-oriented learning environments. System-level tensions included a misalignment in the perceived value assigned to teaching by the individual instructor and the organization.For engineering educators considering the implementation of PBL, this study offered not only insights into potential tensions, but also the management strategies used to mitigate the tension. Implications for administrators, faculty development specialists, and curriculum designers are also discussed.

Innovative teaching practices for preventing students’ absenteeism

2017 ◽  
Vol 10 (2) ◽  
pp. 43
Author(s):  
Sangeeta Yaduvanshi ◽  
Ruchi Shivam ◽  
Sunita Singh
Keyword(s):  
Teaching Practices ◽  
Innovative Teaching

scholarly journals TO THE PROBLEM OF FORMING PROFESSIONAL CULTURE OF FUTURE TEACHERS OF ENGLISH IN THE CONDITIONS OF INNOVATIVE TRAINING

2020 ◽  
Vol 65 (1) ◽  
pp. 131-136
Author(s):  
G.A. Rizakhojayeva ◽  
◽  
M.M. Akeshova ◽  
Keyword(s):  
Higher Education ◽  
English Teachers ◽  
Professional Culture ◽  
Future Teachers ◽  
Theoretical Justification ◽  
Innovative Teaching ◽  
Innovative Learning

The purpose of this article is the theoretical justification, development and implementation of the methodology for the formation of the professional culture of future English teachers in the context of innovative learning. The objectives of the study are to disclose the pedagogical prerequisites for the formation of a professional culture of future English teachers in higher education, to consider innovative learning as a form of activity in the formation of a professional culture of future teachers and to classify effective methods and technologies for the formation of a professional culture of future English teachers in the context of innovative teaching .

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