scholarly journals Teaching Journal: An Effective Tool for Reflective Practice in Teaching among English Language Teachers

2021 ◽  
Vol 5 (8) ◽  
pp. 73-79
Author(s):  
Yifan Wang
Keyword(s):  
Reflective Practice ◽  
English Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teaching Behaviors ◽  
Teaching Activities ◽  
Three Samples ◽  
Continuous Record ◽  
Role Transformation ◽  
English Language Teachers

Through teaching journals, teachers can actively conduct true and continuous record, description, reflection, and summary of experiences and teaching behaviors with reflection and research value in their own teaching activities in order to make progress in regard to their teaching skills and classroom presentations. This is an effective way and tool to improve English teachers’ reflective practice in teaching along with their own professional development as well as to promote the role transformation as reflective teachers. Given the widespread concern of the reflective practice in teaching along with the fact that teaching journals are effective in reflective teaching, this paper explores this topic and suggests several implications for teaching via documentation and a case analysis of three samples obtained from an actual teacher’s teaching journal.

scholarly journals Reflective Practice: A Gateway to Professional Development

2013 ◽  
Vol 17 (1-2) ◽  
pp. 40-49
Author(s):  
Shiva Ram Pandey
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Teaching Skills ◽  
Instructional Process ◽  
English Language Teachers

The main purpose of this research paper is to explore the power of reflection in the teaching and learning process. The prime research question is how do English language teachers reflect their opinion and experience in reflective practice? This research is a qualitative study of English teachers from the Kathmandu district higher secondary schools. The results of this study show that reflective practice enhances teaching skills and brings changes in instructional practices. Teachers have to think, act and reflect tenaciously. As a result, the instructional process is activated and improved. It further presents that every incident has enormous insights to learn through this practice. Reflective practice enhances the professional development of English language teachers. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 40-49 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8091

scholarly journals English teachers’ identities concerning their knowledge of slang

2018 ◽  
Vol 9 (1) ◽  
pp. 58
Author(s):  
Fábio Henrique Rosa Senefonte
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Teaching Skills ◽  
Complex Dynamic ◽  
English Language Teachers ◽  
Structured Audio ◽  
The One ◽  
Main Language

Underpinned by a postmodern perspective of (teacher) identity, which characterizes it as unstable, multifaceted, unfinished, complex, dynamic, fluid, constructed in relation with others (Bauman, 2005; Bohn, 2005; Hall, 2006; Beijaard et al., 2011 among others), this qualitative research aims at exploring English language teachers’ identities concerning their knowledge of slang. For this purpose, a semi-structured, audio-recorded interview was conducted with three English teachers, from the three main language institutes in Cornelio Procópio, state of Paraná. Results reveal that on the one hand, teachers consider themselves to be fluent in English and confident of their language and teaching skills; on the other, they consider their knowledge of slang to be somewhat limited. Additionally, geographical boundaries are perceived as a hindrance to address such topic in class.

scholarly journals A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China

2020 ◽  
Vol 10 (2) ◽  
pp. 168
Author(s):  
Jing Shi
Keyword(s):  
Secondary Education ◽  
Teacher Learning ◽  
Novice Teachers ◽  
English Language ◽  
Novice Teacher ◽  
Mainland China ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teaching Program ◽  
English Language Teachers

Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.

scholarly journals The use of reflective practice towards achieving effective English language teaching at primary schools

2021 ◽  
Vol 10 (1) ◽  
pp. 364
Author(s):  
Siti Noor Aneeis Hashim ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Reflective Practice ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
English Language Teachers

<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>

scholarly journals The Construct Definition of an English Language Teachers’ Content Knowledge

2016 ◽  
Author(s):  
Reza Khani ◽  
Anna Hajizadeh
Keyword(s):  
Language Acquisition ◽  
Research Methods ◽  
Content Knowledge ◽  
English Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
Classroom Context ◽  
Construct Definition ◽  
English Language Teachers ◽  
Definition Of

Regardless of the increasing emphasis on the importance of language teachers’ content knowledge, there is a lack of consensus regarding its constituents. To this end, a panel of experts and non-experts were requested to express their opinions regarding the constructs of content knowledge (CK) in the format of an open-ended written questionnaire. The findings indicate that teachers’ CK includes eleven categories: teaching skills, structures, method and approaches, curriculum, language acquisition theories, classroom context, language testing theories, learner related knowledge, ELT research methods, and teacher related knowledge. The findings can help training educated teachers to be familiar with various aspects of the CK.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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