Teaching Portfolios for Preservice Self-assessment: Rural Interns' Perceptions

1999 ◽  
Vol 9 (1) ◽  
Author(s):  
Douglas James Smith
Keyword(s):  
Preservice Teachers ◽  
Focus Group ◽  
Focus Group Interview ◽  
Rural School ◽  
Portfolio Construction ◽  
Hiring Decisions ◽  
Personal Reflection ◽  
Self Assessment ◽  
School Division ◽  
Teachers Perceptions

This paper shares nine Saskatchewan rural school division directors' and 11 rural preservice teachers' perceptions about teaching portfolios during, and ajier a I6-week internship. Data were gathered ji-om surveys and a focus group interview. Although olle director found portfolios too time consllming, the remaining eight supported portfolio construction and stated that they positively influenced directors' hiring decisions. The interns felt prepared to create portfolios, and offered suggestions for program improvements, but were less certain about budgeting time and using the documents for personal reflection. Positive prospects, reflection issues, and jilfllre improvements are shared.

Enhancing English Speaking Skills through Self-Assessment-Based Action Research

2020 ◽  
Vol 16 (2-2020) ◽  
pp. 132-152
Author(s):  
Ariadna Pinto Avilez ◽  
Claudio Díaz Larenas
Keyword(s):  
Action Research ◽  
Focus Group ◽  
Research Study ◽  
Focus Group Interview ◽  
The Self ◽  
Assessment Methodology ◽  
Self Assessment ◽  
English Speaking ◽  
Learning Journal ◽  
Speaking Skills

This paper presents an action research study conducted in an English communicative course at a Chilean university. This investigation aimed to improve university students' speaking skills through the self-assessment methodology. The intervention was held during four weeks, in which participants were exposed to English through task-based lessons that required their systematic self-assessment to develop their speaking skills. With the use of an analytic rubric to measure whether or not there was improvement in pre and post oral interviews, a learning journal and a focus group interview, findings showed that there was a positive change in their speaking performances, and learners appreciated this methodology as a way to improve their academic results.

scholarly journals Case Study of the Parents’ Perception of the School Climate of a Rural Primary School in Tangshan, Hebei Province, China

2021 ◽  
Vol 10 (2) ◽  
pp. 61
Author(s):  
Rui Li ◽  
Mogana Dhamotharan
Keyword(s):  
School Climate ◽  
Focus Group ◽  
Primary School ◽  
School Violence ◽  
Focus Group Interview ◽  
Structured Interview ◽  
Rural School ◽  
Hebei Province ◽  
Group Interview ◽  
Significant Difference

The main aim of this study was to find out the perceptions of the parents about the rural school climate. This study was set in a selected rural primary school located in Hebei Province, in China. Data were collected using questionnaires and a semi-structured interview protocol. 103 parents participated in the questionnaire and 10 parents were invited to take part in the focus group interview. The findings in the questionnaires had revealed that parents had positive perceptions of the rural school climate. Inferential statistics further showed that there was no significant difference in parents’ perceptions based on education level, and the male parents’ perceptions of school administrators, teachers, and students were higher than the female parents. The focus group interview further revealed that parents felt that the rural schools were unable to establish a complete school curriculum, lacked a sufficient number of teachers, had a shortfall of adequate infrastructure, had school violence, inadequate extracurricular activities, and programs.

scholarly journals The effect of utilizing danielson framework for teaching on teachers' perceptions of effective teaching

2019 ◽  
Author(s):  
◽  
Usama Shehab
Keyword(s):  
Focus Group ◽  
Effective Teaching ◽  
Learning Process ◽  
Effective Teachers ◽  
Focus Group Interview ◽  
Shared Understanding ◽  
Teachers Perceptions ◽  
Danielson Framework ◽  
Framework For Teaching ◽  
Danielson's Framework

Inconsistent definitions of effective teachers and teaching among teachers and diverse classroom observation tools that supervisors of instructions use can have a negative impact on the instructional supervision process. The goal of this study was to address such issues by examining teachers’ perceptions of effective teaching behaviors and qualities before and after implementing the Danielson Framework for Teaching at a school in Beirut. The purpose was to create common understanding of the concepts of effective teachers and teaching among school stakeholders. The study addressed two research questions: (a) What are the perceptions of teachers regarding the qualities and behaviors of effective teachers before implementing the Danielson Framework for Teaching? (b) How did these perceptions differ after implementing Danielson’s framework? A mixed-methods approach combining quantitative and qualitative methodologies in a triangulation design was followed using a survey and a focus group interview respectively. A purposive sample of forty-one teachers (N=41) completed the survey, and seven teachers (N=7) participated in a focus group interview. Quantitative data results showed that the familiarity with Danielson’s framework generated more agreement among the participants on the elements of effective teaching as compared to the data before implementation. Qualitative data results revealed a shared understanding of the importance of having good classroom management and planning for instruction as elements of good teaching. Other themes emerged such as engaging students in the learning process and having professional responsibilities, but the participants showed less shared agreement on the importance of these. However, after implementing the framework, the qualitative and quantitative findings were more aligned: the theme, “engaging students in the learning process”, gained significance, and agreement increased among teachers on the importance of the four domains of Danielson’s framework for effective teaching. The findings of this study were compatible with the literature to a great extent. This study is the first to examine the effect of implementing Danielson’s framework on teachers’ perceptions of effective teaching in Lebanon. Further research to replicate and expand the findings of this study is recommended. Implications for practice include recommendations for school principals to develop a shared understanding of the qualities of effective teachers through implementing Danielson’s framework for professional development.

scholarly journals Preservice Teachers’ Perceptions of the Pedagogical Function of Heroes and Hero Stories

2020 ◽  
Vol 13 (12) ◽  
pp. 1
Author(s):  
Kenneth V. Anthony ◽  
Melissa Baneck
Keyword(s):  
Preservice Teachers ◽  
Focus Group ◽  
Role Models ◽  
Research Question ◽  
School Curriculum ◽  
Individual Development ◽  
Teachers Perceptions ◽  
The Social ◽  
Pedagogical Function

Teachers serve as gatekeepers to the implementation of curriculum in their classroom (Thornton, 2005). Their beliefs about a topic and the wider political environment can influence what they teach. To this end, our goal was to investigate whom preservice teachers identify as heroes and why, which heroes should be included in the curriculum, and how this might influence instruction of the NCSS theme Individual Development and Identity. This study was an exploratory study using the qualitative methods of an open-ended survey and focus group. We were guided by the research question: How do preservice elementary teachers conceptualize heroes? The participants were elementary preservice teachers in their final semester prior to teacher internship. We surveyed participants to determine their perceptions of heroes. We conducted a follow up focus group with five participants. The participants conceptualized heroes as serving a pedagogical function. We learned that these preservice teachers had a balanced concept of heroes and considered heroes valuable to the school curriculum. They saw heroes as role models for students to imitate. Of interest to the study of heroes in the social studies curriculum, these preservice teachers were able to overcome the barrier of the flawed hero. Rather than shifting away from teaching heroes and focusing on heroic actions as Barton and Levstik (2004) recommend, they were able to keep the curricular gate open (Thornton, 2005) to teaching heroes by developing the concept of the gray hero.

scholarly journals EFL TEACHERS’ PERCEPTIONS ON USING PEDAGOGICAL MODULES IN ECUADOR: A FOCUS GROUP INTERVIEW

2021 ◽  
pp. 42-56
Keyword(s):  
Focus Group ◽  
English Language ◽  
Focus Group Interview ◽  
National Curriculum ◽  
Language Teachers ◽  
Group Interview ◽  
Ministry Of Education ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
State Schools

English language textbooks are widely used as one of the essential resources in education. In Ecuador, local authorities created specific course books for state schools and high schools called pedagogical modules. Hence, the terms pedagogical textbook, course book, and modules will be used interchangeably. This study aims to explore perceptions of Ecuadorian English as a Foreign Language teachers on implementing the pedagogical modules to state schools, which were provided by the Ministry of Education. Besides, participants will provide perceptions on the connection of the mentioned textbooks with the Ecuadorian National Curriculum. The study includes an exploratory qualitative design using a focus group interview with eight EFL teachers from primary and secondary schools. The focus group interview findings indicated that teachers have both positive and negative perceptions towards using these pedagogical textbooks. Teachers agree that these pedagogical modules promote English learning success in a contextualized and authentic way by connecting aspects from the curriculum and current ELT principles. Nonetheless, all of the teachers indicated that integrating the pedagogical modules to state schools was, in many ways, disorganized. Based on the results, this study suggests constructive changes to specialists in charge of creating and editing EFL pedagogical modules.

scholarly journals Perceptions of Students and Teachers in an English Course: Reconstructing a Syllabus

2021 ◽  
Vol 14 (1) ◽  
pp. 14-42
Author(s):  
Gladys Saavedra Sosa ◽  
Sergio Nicolás Sánchez Matamoros
Keyword(s):  
Focus Group ◽  
Focus Group Interview ◽  
English For Specific Purposes ◽  
Research Report ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Language Level ◽  
Perceptions Of Students ◽  
The Impact ◽  
Initial Research

This initial research report aimed to explore the impact on students’ and teachers’ learning and teaching expectations of an English Course containing English for Specific Purposes (ESP), Saber Pro samples, and the use of graded audiobooks by interpreting students and teachers’ perceptions. Data was gathered through a survey and a focus group interview. The initial findings revealed that the current syllabus was designed efficiently in terms of layout, but certain aspects concerning content, language level, methodology, and evaluation needed to be adjusted. The interpretation of this academic community’s perceptions resulted in the reconstruction of the course syllabus.

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