scholarly journals Examining Secondary School Teachers’ Beliefs and Purposes about the Use of L1 in Foreign Language Classes

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Melek Özer Ölmez ◽  
◽  
Yasemin Kirkgöz
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Language Classes ◽  
Teachers Beliefs

Qualifications for Secondary School Teachers of Modern Foreign Languages

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 46-49 ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Language Teachers ◽  
Foreign Languages ◽  
Secondary School Teacher ◽  
School Teachers ◽  
National Welfare

It is Vitally important that teachers of modern foreign languages be adequately prepared for a task which more and more Americans are declaring essential to the national welfare. Though a majority of the language teachers in our schools are well trained, many have been poorly or inadequately prepared, often through no fault of their own. The undersigned therefore present this statement of what they consider the minimal, good, and superior qualifications of a secondary school teacher of a modern foreign language.

Problems of English Composition in Jordanian Secondary Schools

1993 ◽  
Vol 101-102 ◽  
pp. 1-22
Author(s):  
Khalaf Al-Makhzoumy ◽  
Mohammed O. Al-Shorafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Secondary School Teachers ◽  
Main Concern ◽  
Ministry Of Education ◽  
School Teachers ◽  
Writing Ability ◽  
General Consensus

There is a general consensus among researchers that most students of English as a foreign language (EFL) are weak in writing composition. One of the main reasons for their weakness is due to the fact that there is no general agreement among teachers on how to teach and/ or evaluate compositions. Secondary school teachers in Jordan often complain that most students face problems and make errors when they write English compositions. These errors are usually reflected in school exams as well as in the General Secondary School Examination (Tawjihi), held annually by the Ministry of Education. The main concern of this research is to study students' problems in writing English compositions in Jordanian Secondary Schools. A questionnaire has been set for this purpose. The research is expected to identify the most serious problems that secondary students face and recommend certain procedures to avoid these problems and improve students' writing ability in English compo-sitions.

scholarly journals Using Joint Display as an Analytic Process: An Illustration Using Bar Graphs Joint Displays From a Mixed Methods Study of How Beliefs Shape Secondary School Teachers’ Use of Technology

2021 ◽  
Vol 20 ◽  
pp. 160940692199328
Author(s):  
Tashane K. Haynes-Brown ◽  
Michael D. Fetters
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Analytic Tool ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Bar Graphs

Qualitative researchers engaged in mixed methods studies need novel approaches for integrating qualitative and quantitative findings during analysis. Joint display visuals have become an integral part of the presentation of the findings of mixed methods studies and can be aptly described as an analytic tool owing to the process involved in building joint displays. In this article, our purpose is to illustrate the iterative process utilized in building joint displays using both bar graphs and observational field notes to understand a specific phenomenon. An explanatory sequential mixed methods study was conducted with Jamaican secondary school teachers that sought to understand how teachers’ beliefs shaped the use of technology. Based on the use of joint display analysis in this study, we illustrate how the insights gleaned and challenges encountered from each iteration of developing successive joint displays helped us to refine our understanding through an assessment of the organizational intent, analytic intent, and effectiveness of the visuals created. By engaging in the process of building successive joint displays, we identified inconsistencies in the findings that would likely not otherwise have been revealed. We learned that the inconsistencies represented two dimensions of the teachers’ beliefs, thus resulting in a more comprehensive understanding of the integrated data. The methodological insights gleaned from each iteration of building joint displays can be used by other researchers engaged in this process and enhance their understanding of the value of joint display as a powerful analytic tool.

scholarly journals Teachers’ Beliefs And Practices Of Cooperative Group Work Assessment: Selected Secondary School Teachers In Focus

2020 ◽  
Vol 45 (11) ◽  
pp. 1-16
Author(s):  
Abate Demissie Gedamu ◽  
◽  
Getu Lemma Shewangizaw ◽  
Keyword(s):  
Focus Group ◽  
Secondary School ◽  
Group Work ◽  
Group Process ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
School Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Work Assessment

This study aimed to investigate the beliefs and practices of group work assessment of secondary school teachers. For this reason, 213 teachers were selected randomly for a questionnaire survey. In addition, two teachers and five students were selected for interviews and focus group discussions at each site, respectively. A one-sample t-test was applied to analyze the data acquired through the questionnaire while the Pearson product-moment correlation was used to examine the relationship between the beliefs and practices of group work assessment. The data obtained through interviews and focus group discussion (FGD), were analyzed through thematic verbal descriptions. The findings showed favorable teachers’ beliefs towards group work assessment. On the contrary, teachers’ assessment practices were partial with focus on group product, with diminutive or no assessment of group process and individual contribution. Hence, Ethiopian Bureaus should conduct on- job training for teachers on the assessment of group work.

Sign in / Sign up

Export Citation Format

Share Document