scholarly journals The Significance of Theoretical Foundations in Enhancing Teaching Practices: Teachers’ Perceptions and Use of Learner-centered Approach in EFL Classrooms

2019 ◽  
pp. 65-77
Author(s):  
Mustapha BOUDJELAL
Keyword(s):  
Teaching Practices ◽  
Teachers Perceptions ◽  
Learner Centered ◽  
Efl Classrooms ◽  
Theoretical Foundations

scholarly journals The Significance of Theoretical Foundations in Enhancing Teaching Practices: Teachers’ Perceptions and Use of Learner-centered Approach in EFL Classrooms

2019 ◽  
Author(s):  
Mustapha BOUDJELAL
Keyword(s):  
Teaching Practices ◽  
Theory And Practice ◽  
Target Language ◽  
Metacognitive Skills ◽  
Teachers Perceptions ◽  
Learner Centered ◽  
Active Research ◽  
The University ◽  
Current Paradigm ◽  
Theoretical Foundations

Undeniably, the realm of teaching English as a foreign language still embraces active research that continuously looks for approaches and methods which may contribute to a more efficient instruction of the target language. These theoretical foundations enable the instructor to appropriately implement the outlined approach along its salient features to achieve the desired outcomes. Despite this tight rapport, teachers of English at the University of Mostaganem tend to rely on their common-sense teaching practices that are mainly informed by their experience of teaching EFL. The gap between the two extremes theory and practice, the premise of this paper, may be widened as teachers do not develop accurate and scientific understandings of certain pedagogical concepts, in this case, learner-centeredness as agreed on by professional academics, let alone to apply it along its proper standards. The pedagogical sequel of such misunderstanding mainly relate to random references to both teacher and learner-centered approaches in classroom teaching practices. The study via a detailed teachers’ questionnaire revealed that teachers of English, in addition to the cursory understandings they develop in relation to the very meaning of a learner-centered approach, tend to eschew developing learners’ metacognitive skills in their teaching practices. Most importantly, they are likely to rely on traditional ways of assessment instead of authentic frameworks, a cardinal feature within the current paradigm.

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>

scholarly journals Perceptions of Certified EFL Teachers Pertaining to Teacher Certification Program in Central Sulawesi, Indonesia

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Anshari Syafar
Keyword(s):  
Teacher Certification ◽  
Teaching Practices ◽  
Teaching Performance ◽  
Certification Program ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
The Status ◽  
The Impact ◽  
Central Sulawesi

The state and condition of Indonesian teachers have gradually changed to a better nuance due to the compensation of teacher certification program (TCP). The program has conceivably raised the status of the teachers in social and economic lives. However, the impact of the program on the improvement of overall teacher‘s quality—teaching performance as mandated by Teacher and Lecturer Law remains questionable, and the big question is what and how teachers perceive and act in response to the objective of the program. The program aims not only to increase the teachers‘ salary, but also to improve the quality of their teaching performance based on the teacher standard competence, that is pedagogical, personality, social, and professional competences. Therefore, the study explore and describe certified EFL teachers‘ perceptions concerning benefits of the program on thier social and economic lives, improvement and quality of their teaching practices; perceptions on the ways management ran the program; and expectations for better services of the TCP management. 

scholarly journals Environmental influences and individual characteristics that affect learner-centered teaching practices

2020 ◽  
Author(s):  
Nathan Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Environmental Influences ◽  
Individual Characteristics ◽  
Faculty Teaching ◽  
Learner Centered ◽  
Educational Environments ◽  
Departmental Climate

AbstractResearch-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit or be constrained by different factors related to individual instructors and the teaching environment. However, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to describe the relative importance of environmental influences and individual characteristics on learner- centered teaching practices across institutions. We also assessed departmental climate for 35 US higher education institutions. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that professional development may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices across institutional environments.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2018 ◽  
pp. 1405-1418
Author(s):  
Anil Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

Creating a Responsive Curriculum for Inclusive Schools

1996 ◽  
Vol 17 (3) ◽  
pp. 182-191 ◽  
Author(s):  
ALICE UDVARI-SOLNER ◽  
JACQUELINE S. THOUSAND
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Future Research ◽  
Promising Practices ◽  
Significant Disabilities ◽  
School Communities ◽  
Learner Centered ◽  
Inclusive Schools ◽  
General Education Classrooms ◽  
Theoretical Foundations

As school communities begin to serve students with significant disabilities in general education classrooms, there is a need to recognize and employ curriculum orientations and practices that interface with the purposes and principles of inclusive education. this article begins by offering reconstructionism---or the process of critique and reformulation of practice---as a useful orientation for viewing the design of curriculum in inclusive schools. sound theoretical foundations and the use of learner-centered, process-oriented, and communication-based instructional approaches are proposed as promising practices for designing a curriculum that is responsive to the needs of diverse learners. following this discussion, implications for future research are articulated.

scholarly journals Learner Autonomy in University English Classrooms: Teachers’ Perceptions and Practices

2017 ◽  
Vol 6 (2) ◽  
pp. 19 ◽  
Author(s):  
Chiew Yen Dwee ◽  
Elizabeth M. Anthony
Keyword(s):  
Teaching Practices ◽  
Teacher Perception ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Teachers Perceptions ◽  
University Teachers ◽  
English Classrooms ◽  
Depth Data ◽  
The University ◽  
University Setting

While much has been written on the concept and development of learner autonomy, limited studies have investigated the perceptions and classroom practices of teachers in fostering learner autonomy. This paper sets out to examine what teachers think about learner autonomy as well as the strategies they use to develop autonomous learners in a university setting using a qualitative approach. Five English teachers were selected using purposive sampling and a semi-structured interview was conducted with each of them to obtain in-depth data on their perceptions and teaching practices revolving around autonomous learning. The findings revealed that although university teachers possessed a fair understanding of what learner autonomy involves, there was a lack of focus in terms of developing learner autonomy in the classroom due to a number of challenges such as lack of teacher readiness, passive student attitude as well as the relevance and timing of English courses within the university curriculum.Keywords: Learner autonomy, Teacher perception, Teaching practices, English classrooms

scholarly journals “But When do I do Critical Literacy?” Perspectives for Designing Critical Literacy Activities in EFL Classrooms

2020 ◽  
Vol 20 (2) ◽  
pp. 279-300
Author(s):  
Érika Amâncio Caetano
Keyword(s):  
Critical Literacy ◽  
Pedagogical Practice ◽  
Regular School ◽  
School Settings ◽  
Literacy Activities ◽  
English Classes ◽  
Language Classes ◽  
Efl Classrooms ◽  
Literacy Perspectives ◽  
Theoretical Foundations

Abstract This paper aims to present a set of principles for the design of critically grounded activities for English classes in regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001) and adapted by Rashidi (2011) for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples, based on the Brazilian context, will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding ELT teachers’ reflections as they try to implement critically based activities in their classrooms.

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