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.

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.

scholarly journals EFFECTS OF DICTOGLOSS ON NON-ENGLISH MAJORED UNDERGRADUATES’ LISTENING COMPREHENSION

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Ngo Thi Minh Hai ◽  
Le Duc Hanh
Keyword(s):  
Action Research ◽  
Focus Group ◽  
Qualitative Methods ◽  
Learning Process ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Focus Group Interview ◽  
Linguistic Knowledge ◽  
Esl Teachers ◽  
English Teaching

Listening has long been considered a hard-to-deal skill for both ESL teachers and learners. Although there are abundant studies on this field aiming to diversify in-class listening activities and make them more efficient for learners, the demand for one which manages to provide or reinforce necessary linguistic knowledge for students is still high. This action research was conducted with 40 pre-intermediate non-English majored students through three qualitative methods including focus group interview, teacher’s diary and artifacts to examine the effects of dictogloss on listening comprehension in English teaching and learning process and to explore the learners’ attitudes towards this practice. Findings of the study were that dictogloss helped to improve the learners’ listening comprehension through activating and raising their awareness of linguistic knowledge and providing them a clear context for listening, which also made them more interested in the activity.

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.

Differences in Perception of Teaching Leadership between Teachers and Students

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Effective Teaching ◽  
Coastal Area ◽  
Goal Theory ◽  
College Teachers ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teachers And Students ◽  
Perceptions Of Teaching ◽  
Teaching Leadership

Objective: This paper aims to reveal differences in students’ and teachers’ perception of the latter’s teaching leadership and discusses the characteristics of effective teaching leadership. Method: The current study investigates students’ and teachers’ perceptions of teaching leadership through questionnaires, divides their perceptive differences into three categories, and compiles interview outlines based on Baker’s Path-Goal theory. These three categories of teachers were selected, resulting in a sample of twenty-five college teachers from China’s coastal area, who were then interviewed in depth. Results: College teachers and students had different perceptions of teaching leaderships, with the most common being students having low evaluations and teachers having high self-evaluations. Six main characteristics of effective teaching leadership of university teachers are summarized from the coding analysis of interview results.

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