scholarly journals Offshore Outsourcing Teacher Inservice Education: The Long-Term Effects of a Four-Month Pedagogical Program on Japanese Teachers of English

2010 ◽  
Vol 28 (1) ◽  
pp. 60 ◽  
Author(s):  
Melodie Cook
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching Practice ◽  
Offshore Outsourcing ◽  
Public High School ◽  
Ministry Of Education ◽  
Long Term Effects ◽  
School Teachers ◽  
Sports Science ◽  
Education Culture

This longitudinal study tracked five public junior and senior high school Japanese teachers of English (JTEs) who were sponsored by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) to study English and Communicative Language Teaching (CLT) pedagogy at a host university in Canada. This qualitative case study found that teachers who were not bound by practical constraints such as grammar-based entrance examinations or external influences such as a perceived need to conform to the practices of colleagues were able to incorporate what they had learned in Canada. However, high school teachers facing these constraints tended to abandon new practices in favor of traditional teaching methods such as grammar translation. These findings suggest that JTEs do benefit from overseas study, but that the extent of what they can incorporate into their regular teaching practice depends on the context in which they teach. The findings imply that host program planners and instructors could benefit from a closer look at constraints faced by third-year public high school teachers in particular, as it is they who face the greater number of obstacles to incorporating CLT into their regular teaching practice.

scholarly journals A AULA DE GEOGRAFIA NO ENSINO MÉDIO: do legado da tradição às possibilidades de renovação

2018 ◽  
Vol 7 (14) ◽  
pp. 141-160
Author(s):  
Lidiane Bezerra Oliveira ◽  
Armstrong Miranda Evangelista
Keyword(s):  
High School ◽  
Public Schools ◽  
Qualitative Study ◽  
High School Teachers ◽  
Teaching Practice ◽  
Frame Of Reference ◽  
Point Of View ◽  
School Teachers ◽  
Geography Teaching

A problemática deste trabalho consiste em investigar o desenvolvimento da aula expositiva de Geografia, em escolas públicas de Teresina-PI. Especificamente, buscou-se caracterizar os modelos de aulas expositivas de Geografia; caracterizar a aula expositiva de Geografia desenvolvida pelos professores do Ensino Médio; analisar como o professor usa a linguagem nas aulas expositivas de Geografia e, por último, debater uma proposta de sequência didática que promova a interatividade na aula de Geografia. Trata-se de um estudo de natureza qualitativa. Do ponto de vista teórico-conceitual, o estudo foi desenvolvido com base nos seguintes eixos: primeiramente, considera as reflexões sobre a aula expositiva, tanto na perspectiva tradicional quanto na perspectiva dialógica. Em segundo lugar, focaliza a aula na prática docente em Geografia. E, em terceiro lugar, sublinha o papel da linguagem para o aperfeiçoamento da aula de Geografia. A partir deste quadro de referência, o texto está estruturado em sete seções, compreendendo a Introdução, caminhos metodológicos e três seções teóricas, uma de análise e uma propositiva. PALAVRAS-CHAVE Aula expositiva. Aula expositiva dialógica. Linguagem. Ensino de Geografia. GEOGRAPHY LESSON IN SECONDARY EDUCATION: the legacy of tradition to renewal of possibilities ABSTRACT The problem of this study is to investigate the development of lecture of geography in public schools in Teresina-PI. Specifically, we sought to characterize the models of lectures of Geography; characterize the lecture of Geography developed by high school teachers; analyze how the teacher uses the language in lectures of Geography and finally discuss a proposed didactic sequence that promotes interactivity in geography class. This is a qualitative study. From the theoretical and conceptual point of view, the study was developed based on the following principles: first, considers the reflections on the lecture, both in traditional perspective as the dialogical perspective. Second, the class focuses on teaching practice in geography. And thirdly, it emphasizes the role of language for the improvement of Geography class. From this frame of reference, the text is structured in seven sections, comprising the Introduction, methodological paths and three theoretical sections, one of analysis and one propositive. KEYWORDS Lecture. Dialogic lecture. Language. Geography teaching. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals INFLUENCE OF LEADERSHIP AND WORK MOTIVATION ON THE COMMITMENT OF BANDA ACEH STATE SENIOR HIGH SCHOOL TEACHERS

2021 ◽  
Vol 2 (1) ◽  
pp. 59-69
Author(s):  
Akmaluddin Akmaluddin ◽  
Basri Basri ◽  
Mardhatillah Mardhatillah
Keyword(s):  
High School ◽  
High School Teachers ◽  
Work Motivation ◽  
School Principals ◽  
Teacher Commitment ◽  
Public High School ◽  
Direct Influence ◽  
School Teachers ◽  
Banda Aceh

This study aims to determine: (1) the influence of leadership on motivation, (2) the influence of leadership on teacher commitment, (3) the effect of motivation on teacher commitment. Influence The study population was all public high school teachers in Banda Aceh City with a total sample of 252 people taken by proportional random sampling, and the data were analyzed using path analysis after calculating the correlation of all research variables in the form of a matrix. The research findings show that the commitment of public high school teachers in Banda Aceh City is directly influenced by the principal's leadership and teacher work motivation. Based on hypothesis testing, it can be concluded: (1) there is a direct influence of leadership on teacher commitment, (2) there is a direct influence of principal's leadership on teacher commitment, (3) there is a direct influence of work motivation on teacher commitment. Suggestions that can be concluded in this study are: (1) the provincial government of Aceh is authorized to produce policies in accordance with the findings in this study (2) for the head of the Aceh education office to improve the quality of policy professionalism directed at the quality of school principals and teacher commitment (3) for school principals to be able to take into account in forming teacher organizational commitment to their schools (4) for teachers to be able to make reference in carrying out their duties as teachers.

scholarly journals Oriented to English: Motivations and Attitudes of Advanced Students in the University Classroom

2017 ◽  
Vol 39 (2) ◽  
pp. 139 ◽  
Author(s):  
David Shea
Keyword(s):  
Social Factors ◽  
Teaching Practice ◽  
Ministry Of Education ◽  
Learner Motivation ◽  
Sports Science ◽  
Advanced Students ◽  
Low Levels ◽  
Education Culture ◽  
The University

The orientation to English among university students in Japan is a complex and shifting amalgam of attitudes and experiences that shape engagement in the classroom. Although research on learner motivation has highlighted the instrumental value of EFL in terms of imagined identity and investment, motivation is also affected by social factors such as Ministry of Education, Culture, Sports, Science and Technology (MEXT) policy and teaching practice encountered prior to university entrance. In this paper, I report on a qualitative analysis of orientations among high proficiency advanced students in a 1st-year EFL class at a large university in Tokyo. Findings suggest that paths of study and admission routes varied widely, that a strong commitment to English was coupled with low levels of confidence, and that orientation seemed to shift noticeably after entering university, as students sensed the possibility of attrition and a reduced scope of English study. At the same time, students welcomed the chance to engage with content and build ideas in English as the role of the EFL classroom took on increased importance. 日本の大学生の英語への指向は一様ではなくその態度やこれまでの経験も様々であり、英語の授業に対する意欲も日々変化している。学習者の動機づけに関する研究は、自己効力感や自己投資に関するEFLの手段的価値を強調しているが、動機づけは同時に文部科学省の方針や高校における入試に対する指導法のような社会的要因にも影響される。本論文では、質的分析の方法を用い、東京の大規模なある大学の上級レベル１年生の英語授業における、学生の英語に対する姿勢を分析した。その結果、大学に入るまでの学習経験や入学形態は様々であること、英語に対する学習意欲は高い反面自信があまりないこと、燃え尽きの可能性や学習範囲の狭窄を感じ始め、大学入学後は英語に対する姿勢が著しく変わること等が分かった。しかし同時に英語で意見を構築する機会を好意的に受け入れ、EFLの授業の役割がより重要になる傾向が示された。

scholarly journals Job Challenges Faced by Novice EFL High School Teachers

2021 ◽  
pp. 98-107
Author(s):  
Ngoc Duyen Tran
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Mekong Delta ◽  
Structured Interview ◽  
Structured Interviews ◽  
School Teachers ◽  
Job Challenges

The transition from pre-service teachers into novice teachers is a challenging process that has certain effects on teachers' lifelong careers. This study was conducted with the aim of exploring the job challenges that novice EFL high school teachers in the Mekong Delta of Vietnam faced in their first five years of teaching practice. This descriptive study adopted two research tools, including questionnaire and semi-structured interview. Thirty novice EFL high school teachers responded to the questionnaire and four of them were invited to participate in a semi-structured interview. The results showed that novice EFL high school teachers encountered job challenges at a medium frequency level. Specifically, based on the results of three One-Sample T Tests, it can be concluded that the novices were confronted with school context challenges at a high level, followed by the medium level of learners and classroom management challenges. Novices just dealt with lesson-related challenges at a low level. In addition, the findings from the semi-structured interviews presented several different job challenges including applying the teaching methods learned at university, lesson preparation, students’ negative attitudes towards learning English, students’ proficiency, workload, and pressure of achievement or credit-driven practice. Future studies on novice EFL teachers’ job challenges should be done on a larger scale and scope, and employ multiple research methods to collect the data.

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