scholarly journals Technology Integration of the In-Service EFL Teachers: A Study at a Teacher Profession Education Program

2021 ◽  
Vol 6 (1) ◽  
pp. 317
Author(s):  
Fatimah Tuzahra ◽  
Sofendi Sofendi ◽  
Machdalena Vianty
Keyword(s):  
Technology Integration ◽  
Education Program ◽  
Teaching Practice ◽  
Structure Interview ◽  
Pedagogical Practices ◽  
Learning Activity ◽  
English As Foreign Language ◽  
University Instructors ◽  
Efl Teachers ◽  
Semi Structure Interview

Utilizing technology in the classroom characterizes the 21st century teachers. Therefore, teachers are demanded to be able to use technology in pedagogical practices in order to fulfill their students’ needs facing rapidly digitalized life. This study was designed to investigate the perceptions of a group of in-service English as Foreign Language (EFL) teachers who studied at a Teacher Profession Education program at a state university, concerning the application of technology within challenges they faced during their study. This study used qualitative research with narrative approach as a strategy of inquiry. The data were obtained by using a semi-structure interview with the in-service teachers and documentation. The data were analyzed using thematic analysis. The results of the study showed that the participants generally perceived positively the technology integration taught by their university instructors during their study time at the Teacher Profession Education program although there was a negative response when they were firstly introduced with the technology. It might have been caused by their lack of technological knowledge. The result also revealed that the participants found it challenging when it came to the use of novel technology as introduced and applied by their university instructors. In addition, their own integration of technology during their Teaching Practice was a challenge due to the students’ low motivation to engage in the online learning activity which was the mode of learning. The findings of this study suggest that teachers need to advance their skills and knowledge to utilize technology in supporting their pedagogical practices.

scholarly journals Exploring the utilization of technology in teaching English: Practices and impediments

2018 ◽  
Vol 23 (1-2) ◽  
pp. 153-168
Author(s):  
Renu Singh
Keyword(s):  
School Environment ◽  
Structure Interview ◽  
Modern Technology ◽  
Time Constraint ◽  
Pedagogical Strategies ◽  
Technology Tools ◽  
Utilization Of Technology ◽  
Efl Teachers ◽  
Semi Structure Interview ◽  
Ict Infrastructure

The utilisation of technology into classroom practices basically promotes studentcentered instructions that require teachers to be professionally well trained and confident enough to use various technology tools and resources. This study was conducted to explore secondary school EFL teachers’ experiences and practices of modern technology usage into their classroom pedagogy and possible impediments of utilizing technology tools. Eight EFL teachers were purposefully selected from public secondary schools of the Kathmandu valley. A semi-structure interview was administered to collect the required data. The thematic data analysis revealed that the EFL teachers employed different pedagogical strategies for the effective integration of technology; however, some impediments were identified such as insufficient professional ICT skills and knowledge of EFL teachers, inadequate ICT infrastructure at school, teachers’ workload and time constraint, and digital device among students. This study suggests that EFL teachers need professional development trainings particularly designed on the TPACK framework, adequate ICT infrastructure at school, revised teachers’ workload and time constraint, and supportive school environment to promote technology utilization into EFL pedagogy.

scholarly journals Implementation of Grade 8 Science Curriculum in Bangladesh: Teachers Class Performances

2020 ◽  
pp. 25-30
Author(s):  
Mohammed Zakir Hossain
Keyword(s):  
Science Teachers ◽  
Teaching Practice ◽  
Science Curriculum ◽  
Structure Interview ◽  
Mixed Method Research ◽  
Policy Guideline ◽  
Semi Structure Interview ◽  
Teachers Training ◽  
New Education ◽  
Grade 8

A mixed method research design was employed to assess the science teachers’ class performance in contrast to the requirements of Science Curriculum 2012 at Grade 8. The population of this study was the Grade 8 Science teachers. Survey questionnaire, semi-structure interview schedule and observation checklist were used. Descriptive statistics and inferential statistics were used. Thematic categories for commonalities were used and coding was used. Teachers have serious limitations in understanding Grade 8 Science curriculum and in applying its instructions in the learning process. Lecture being the principal method used in delivering lesson. Teaching practice indicated that teachers entered into the classrooms without adequate preparation. Most of teachers were readout the textbooks. Teachers’ readiness and school’s preparation should be made before the implementation of new education program. There should be policy guideline to develop professionalism among teachers. Training should be designed and conducted on the basis of teacher’s needs.

scholarly journals Pedagogia da Autonomia de Paulo Freire na Educação Física escolar - Relações e possibilidades diante da BNCC

2021 ◽  
Vol 19 (3) ◽  
pp. 1-7
Author(s):  
Carlos Eduardo Bizzocchi ◽  
Júlia Félix de Oliveira
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Progressive Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Paulo Freire ◽  
Pedagogical Practices ◽  
Potential Area

OBJETIVO: Este artigo tem como proposta trazer as possíveis relações e as potenciais possibilidades propostas por Paulo Freire em sua obra Pedagogia da Autonomia para o desenvolvimento de oito dimensões do conhecimento elencadas para a Educação Física na Base Nacional Comum Curricular (BNCC). MÉTODOS: Valendo-se das recomendações de Freire para a formação progressista dos professores, procuramos associar a prática docente à essência das práticas pedagógicas com vistas ao atingimento dos objetivos relacionados indiretamente às competências da educação básica. RESULTADOS: Por meio do desenvolvimento dessas dimensões propomos a reflexão sobre a validade das propostas na concepção da educação física como área potencial de desenvolvimento de capacidades vitais à construção do indivíduo histórico-social. CONCLUSÃO: As reflexões propostas por Paulo Freire em Pedagogia da Autonomia são valiosas na construção das práticas pedagógicas com vistas ao desenvolvimento das oito dimensões do conhecimento elencadas para a Educação Física na BNCC.ABSTRACT. Pedagogy of Autonomy from Paulo Freire and school physical education: relations and possibilities on the National Common Curricular Base in BrazilOBJECTIVE: This article aims to bring possible connections and potential possibilities presented by Paulo Freire on his work Pedagogy of Autonomy for the development of eight dimensions of knowledge listed for Physical Education program on the National Common Curricular Base in Brazil (BNCC). METHODS: Based upon Freire’s recommendations for the progressive education of professors and having the author as a theoretical reference, we seek to associate teaching practice with the essence of pedagogical practices in order to achieve indirect goals related to basic education skills. RESULTS: Through the development of those dimensions and also proposing the reflection on the validity of Freire’s propositions regarding the conception of physical education as a potential area of development of vital capabilities for the construction of the historical-social individual. CONCLUSION: Reflections from Paulo Freire in Pedagogy of Autonomy are valuables to build pedagogical practices that aim at the development of eight dimensions of knowledge listed for Physical Education program on the BNCC.

scholarly journals The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners

2019 ◽  
Vol 3 (2) ◽  
pp. 146
Author(s):  
Andri Suherman
Keyword(s):  
Peer Assessment ◽  
Structure Interview ◽  
Teacher Assessment ◽  
Lower Percentage ◽  
Assessment Practice ◽  
Self Assessment ◽  
Text Revision ◽  
Efl Teachers ◽  
Negative Comments ◽  
Semi Structure Interview

This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. The research methods used were students’ text revision and semi-structure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. Furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. Second, students mostly appreciated teacher-assessment, as opposed to under half of them favoured peer-assessment. In contrast, self-assessment showed a balanced response between positive and negative comments. The implications of this study were provide practical insight to EFL teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students’ writing performance, and to inform EFL teachers with some suggestions to explore students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions.

scholarly journals A Case Study of Pre-Service Teachers’ Enabling TPACK Knowledge: Lesson Design Projects

2020 ◽  
Vol 3 (2) ◽  
pp. 158-169
Author(s):  
Agustina Tyarakanita
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Lesson Plan ◽  
Structure Interview ◽  
Lesson Design ◽  
Design Project ◽  
Semi Structure Interview ◽  
Strong Representation ◽  
Plan Making

Teacher education program are expected to be able in developing pre-service teachers that capable in integrating three domains of technology, pedagogy, and content knowledge (TPACK) for future classroom practices. Every teacher program may be varied and has their own ways in developing TPACK knowledge and skill for pre-service teachers. However, the investigation of lesson design as one of instructional design resulted from the teacher program is rare especially concern on the quality of each domain within lesson design and challenges that were raised within the process of lesson plan making. Therefore, this study aims to explores the TPACK component within of pre-service teacher lesson design project of master degree of teacher education program in Indonesian University through analysing the lesson design project and conducting semi structure interview to provide the justification of determining of each component in the lesson design. The findings show that pre-service teachers’ lesson plan has been represented the domain of TPACK, but there were some domains that not showing strong representation. Also, this study found that the challenges faced by the pre-service teachers were mostly as the reason of lack teaching experiences.

scholarly journals The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘

2016 ◽  
Vol 3 (2) ◽  
pp. 171-191
Author(s):  
Effendi Limbong
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
English Education ◽  
Structure Interview ◽  
Face To Face ◽  
Use Of Technology ◽  
Efl Teachers ◽  
Semi Structure Interview

ABSTRACT This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511  

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals Forms of Teaching Pedagogical Disciplines in Orthodox Religious Educational Institutions of Ukraine (The End of 19th - The Beginning of 20th Century)

2016 ◽  
Vol 71 ◽  
pp. 40-46 ◽  
Author(s):  
Tetiana Tverdokhlib
Keyword(s):  
Teaching Practice ◽  
Learning Activity ◽  
Educational Institutions ◽  
Time Period ◽  
Stated Time ◽  
Pedagogical Literature

The main forms of teaching pedagogical disciplines in orthodox religious educational institutions of Ukraine (the end of 19th – the beginning of the 20thcentury) have been characterised in the article on the basis of analyzed pedagogical literature, archival records, and documents in periodicals. The features of conducting lessons, teaching practice, examinations and organisation of making written home compositions in various types of religious educational institutions of Ukraine in the stated time period have been revealed. The essence of "rehearsals" as a form of controlling students’ learning activity in the Kyiv Theological Academy has been revealed, the basic kinds of academists’ works at practical hours on pedagogy have been given; the content and quality of teachers’ work with graduates on their researches have been characterised.

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

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