Belief change before and after the teaching practicum among Chinese pre-service EFL teachers

2019 ◽  
Author(s):  
Zhilong Xie ◽  
Wendi Zhou ◽  
Fen Zhou
Keyword(s):  
Repeated Measures ◽  
Belief Change ◽  
Longitudinal Design ◽  
Teaching Practicum ◽  
Reflective Journals ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Post Test ◽  
Potential Factors

<p>The current study adopted a longitudinal design to investigate 105 EFL teachers’ belief change after a three-month teaching practicum. Pre-test and post-test questionnaires were administered before and after the practicum. Repeated measures and t-test data analyses were used to examine differences across different aspects of beliefs, and differences of teachers’ beliefs before and after the practicum. Further content analyses of interview and reflective journals were conducted to find out the change and its potential factors. </p>

Belief change before and after the teaching practicum among Chinese pre-service EFL teachers

2019 ◽  
Author(s):  
Zhilong Xie ◽  
Wendi Zhou ◽  
Fen Zhou
Keyword(s):  
Repeated Measures ◽  
Belief Change ◽  
Longitudinal Design ◽  
Teaching Practicum ◽  
Reflective Journals ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Post Test ◽  
Potential Factors

<p>The current study adopted a longitudinal design to investigate 105 EFL teachers’ belief change after a three-month teaching practicum. Pre-test and post-test questionnaires were administered before and after the practicum. Repeated measures and t-test data analyses were used to examine differences across different aspects of beliefs, and differences of teachers’ beliefs before and after the practicum. Further content analyses of interview and reflective journals were conducted to find out the change and its potential factors. </p>

scholarly journals Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110049
Author(s):  
Qing Qiu ◽  
Zhilong Xie ◽  
Yueya Xiong ◽  
Fen Zhou
Keyword(s):  
Repeated Measures ◽  
Belief Change ◽  
Longitudinal Design ◽  
Dynamic Change ◽  
Control Group ◽  
Teaching Practicum ◽  
Reflective Journals ◽  
Semistructured Interviews ◽  
Belief Changes ◽  
Experimental Group

This article aims to study the dynamic change of teachers’ beliefs among pre-service teachers. A longitudinal design was adopted to investigate English language teaching (ELT) pre-service teachers’ belief change after a 3-month teaching practicum by administering pretest and posttest questionnaires, semistructured interviews, and reflective journals. Repeated measures and paired sample t-test analyses showed significant differences across different aspects of beliefs in all the participants, but belief changes were significant after the practicum only within the experimental group, particularly in the aspects of student management, teaching evaluation, and student learning. In contrast, belief changes were not significant within the control group. Further inductive content analyses of semistructured interviews and reflective journals from the experimental group confirmed these changes and conclusively revealed some potential factors contributing to the changes. The results shed light on how pre-service teachers evolve in their career development and help educators adjust appropriate education policies to improve the quality of English teacher education, particularly in the Chinese context.

scholarly journals Exploring Change in EFL Teachers’ Perceptions of Professional Development

2017 ◽  
Vol 19 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Mohammad Mohammadi ◽  
Khaled Moradi
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Development Programs ◽  
Teachers Perceptions ◽  
Development Framework ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Professional Development Programs

AbstractContinuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers’ perceptions could be a significant endeavor as teachers’ beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachers’ beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachers’ beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

Postural control and risk of falling in people who are blind: The effect and durability of perturbation and vestibular exercises

2022 ◽  
pp. 026461962110673
Author(s):  
Yousof Moghadas Tabrizi ◽  
Mohammad Hani Mansori ◽  
Mohammad Karimizadeh Ardakani
Keyword(s):  
Repeated Measures ◽  
Dynamic Balance ◽  
Somatosensory System ◽  
Exercise Group ◽  
Risk Of Falling ◽  
Balance System ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Falling Risk

The aim of this study was to compare the effect and durability of perturbation and vestibular exercises on balance and the risk of falling in people with visual impairment (VI). Thirty-six men with VI were divided into three groups, including a control and two experimental (perturbation and vestibular) groups. The experimental groups performed perturbation and vestibular exercises for 4 weeks and three sessions per week. Biodex balance system was used to assess balance and falling risk before and after training interventions. To evaluate the effects within and between groups at three levels of measurement: pre-test, post-test, and durability effect between three groups, repeated measures analysis of variance (ANOVA) and one-way ANOVA were used. Repeated measures ANOVA test showed that both experimental groups showed significant improvements in static balance, dynamic balance, and falling risk. In comparison between the groups, the results showed that in the post-test and durability stages, there was a significant difference between the groups and the perturbation exercise group had a greater effect on the dependent variables. Due to the effectiveness of exercises, it is recommended that people with VI pay attention to balance-based perturbation exercises to strengthen the somatosensory system and vestibular exercises to strengthen the vestibular system.

scholarly journals Corpus-aided Business English Collocation Pedagogy: An Empirical Study in Chinese EFL Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 181
Author(s):  
Lidan Chen
Keyword(s):  
Empirical Study ◽  
English Learners ◽  
Active Role ◽  
Learner Autonomy ◽  
Teaching Experiment ◽  
Business English ◽  
Test Analysis ◽  
Reflective Journals ◽  
Before And After ◽  
Post Test

This study reports an empirical study of an explicit instruction of corpus-aided Business English collocations and verifies its effectiveness in improving learners’ collocation awareness and learner autonomy, as a result of which is significant improvement of learners’ collocation competence. An eight-week instruction in keywords’ collocations, with the help of AntConc and self-constructed Business English Pedagogical Corpus combined with COCA general corpus and Wikipedia corpus, was imparted to 23 undergraduate learners majoring in Business English in Guangdong University of Foreign Studies. They took the collocation competence pre-test and post-test before and after the teaching experiment which was phased into two themes and submitted learning reflective journals at the end of each theme instruction and answered a questionnaire at the final end. The data from the tests, reflective journals and questionnaire collaboratively suggest that given appropriate guidance EFL Business English learners can take a more active role in raising their collocation awareness and developing learner autonomy and thus improve their collocation competence significantly. The results from the test analysis also indicate that the corpus-aided Business English collocation pedagogy is proved to be more effective for intermediate and advanced level learners rather than lower level ones. The findings have pedagogical implications for EFL Business English instructors and learners.

scholarly journals La educación emocional en la infancia: una estrategia inclusiva

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 73 ◽  
Author(s):  
Amaya Cepa Serrano ◽  
Davinia Heras Sevilla ◽  
María Fernández-Hawrylak
Keyword(s):  
Inclusive Education ◽  
Repeated Measures ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Five Dimensions ◽  
Repeated Measures Design ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Emotional Education

RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.

PENGARUH PENYULUHAN GIZI DENGAN PERUBAHAN PERILAKU SARAPAN PAGI SISWA SEKOLAH DASAR

2017 ◽  
Vol 2 (3) ◽  
pp. 239
Author(s):  
Ricvan Dana Nindrea
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
Sampling Technique ◽  
School Age Children ◽  
Research Approach ◽  
School Age ◽  
School Students ◽  
Average Behavior ◽  
Before And After ◽  
Post Test

<em>Basic Health Research Data years 2010-2013 showed an increased prevalence of nutritional status (BMI for Age) with a category of thin 7,6%, while in 2013 increased to 11,2%. Total of 16 provinces have prevalence thin School Age Children above the national prevalence, one of the province are the West Sumatra Province. One of the causes of the incident is school age children's food consumption is not good. This study aims to determine the effect of nutrition counseling to behavior change of breakfast in elementary school students. This type of research with pre experimental study. The research approach using a design one group pre and post test design. The study was conducted in 05 Elementary Schools of South Solok District. The research was conducted from November 2015 to May 2016. The population in this study all students in fourth and fifth grade 05 Elementary School South Solok District. These samples included 58 people with the sampling technique stratified random sampling. Data analysis was performed using mutivariat General Linear Model (GLM) Repeated Measures analysis. The survey results revealed an increase in the average behavior before and after counseling 3 times. Average behavior before the counseling 18 ± 4,2, post test I increased to 25 ± 4,4, post test II increased to 30 ± 2,2 and post test III increased 37 ± 3,5. Based on the analysis of the GLM Repeated Measures according breakfast behavior known that increasing breakfast behavior has occurred in the post test I (p = 0,000), as well as post test II and III (p = 0,000).</em>

scholarly journals Evaluation of biofilm accumulation on and deactivation force of orthodontic Ni-Ti archwires before and after exposure to an oral medium: A prospective clinical study

2020 ◽  
Vol 14 (1) ◽  
pp. 41-47
Author(s):  
Diogo M. Sapata ◽  
Adilson L. Ramos ◽  
Sérgio Sábio ◽  
David Normando ◽  
Renata C. Pascotto
Keyword(s):  
Repeated Measures ◽  
In Vitro Study ◽  
The Other ◽  
Prospective Clinical Study ◽  
Test Machine ◽  
Before And After ◽  
Post Test ◽  
Spearman Test ◽  
Scanning Electron

Background . This in vitro study aimed to evaluate biofilm accumulation on and deactivation force of orthodontic nickeltitanium (NiTi) archwires before and after exposure to an oral medium. Methods. Four commercial brands of orthodontic NiTi 0.016" archwires were examined before and after exposure to the oral medium for 4 weeks. Six archwire segments, 30 mm in length, from each manufacturer were tested in a device with four selfligating brackets, channel 0.022", adapted to a universal test machine to evaluate the deactivation force between 0.5 and 3 mm of deflection. The presence of biofilm on the archwire surfaces was evaluated by scanning electron microscopy, before and after exposure to the oral medium. The Wilcoxon and kappa tests were applied to the biofilm scores, three-way ANOVA for repeated measures (Bonferroni post-test), and linear regression between biofilm and deactivation force. Results. The exposure to the oral medium promoted moderate to severe presence of debris on the archwire surfaces and caused a reduction in deactivation force for the Ormco and GAC brands, while maintaining them with adequate force levels. The MORELLI and ORTHOMETRIC archwires underwent no significant reduction in deactivation force; moreover, these maintained elevated levels of force after exposure to the oral medium. The Spearman test indicated a low correlation between biofilm accumulation and deflection force for the Morelli (R2=0.132 and P=0.683) and Orthometric (R2=0.308 and P=0.330) brands. On the other hand, the GAC (R=0.767 and P=0.004) and ORMCO (R=0.725 and P=0.008) brands exhibited statistically significant correlation between these variables. Conclusion. Exposure to the oral medium for one month might give rise to significant changes in the dissipation of forces of orthodontic NiTi archwires, resulting from biofilm accumulation.

scholarly journals Teachers perception about epilepsy

2007 ◽  
Vol 65 (suppl 1) ◽  
pp. 28-34 ◽  
Author(s):  
Paula T. Fernandes ◽  
Ana L.A. Noronha ◽  
Ulisses Araújo ◽  
Paula Cabral ◽  
Ricardo Pataro ◽  
...  
Keyword(s):  
Public Schools ◽  
Elementary School Teachers ◽  
Mental Disease ◽  
Education Programme ◽  
Global Campaign ◽  
Teachers Beliefs ◽  
Before And After ◽  
Post Test ◽  
Educational Campaigns

PURPOSE: To identify in a town of Brazil the knowledge, attitude and perception of epilepsy in teachers of elementary schools and to compare these before and after a training exercise. METHODS: Teachers of nine public schools of Barão Geraldo, Campinas, Brazil completed a questionnaire. Two researchers had meetings with teachers, presenting the Global Campaign "Epilepsy out of the shadows", when the questionnaire was first completed by all attendees. Twenty teachers of these schools were motivated to attend a training course entitled "Epilepsy and Health" as part of their continuous education programme. Two years later the same questionnaire was again completed (post-test) by these 20 teachers. RESULTS: 100 teachers originally completed the questionnaire (97 women, mean age 42 years, 64 married). Forty-three percent of teachers said that they had enough knowledge regarding epilepsy and 20% said that they had poor knowledge about the condition. Regarding the IQ of children with epilepsy, 45% of teachers believed that they had average IQ, 18% above average, six percent under average and 29% did not know. Teachers believed that children with epilepsy have a higher possibility of acquiring mental disease in the future (51%); that epilepsy is a disease (68%); that epilepsy is contagious (1%); epilepsy is treatable (90%). After the course, the teachers’ beliefs seem to have improved. DISCUSSION: This work with elementary school teachers identified difficulties related to epilepsy which, if addressed, may help promote better quality of life of people with epilepsy in the community and help to decrease stigma attached to the condition. Better informed teachers are likely to have a more positive attitude and this will be passed to others. Educational campaigns about epilepsy amongst teachers should be encouraged as this may improve the management of epilepsy, by helping to develop a well informed and tolerant community.

scholarly journals The Effect of Winter Mountaineering Training on Athlete Success and Permanency of Learning

2021 ◽  
Vol 7 (3) ◽  
pp. 275
Author(s):  
Burak Kural ◽  
Selami Yüksek ◽  
Vedat Ayan
Keyword(s):  
Test Data ◽  
Repeated Measures ◽  
Female Athletes ◽  
Achievement Test ◽  
Repeated Measurements ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Knowledge And Practice

Introduction and Purpose: The aim of this research is to examine the effects of athlete success and permanency of learning the winter mountaineering training given by the Turkish Mountaineering Federation. The research group consists of a total of 105 participants, 21 women (20%) and 84 men (80%) who attended the winter mountaineering training course organized by the Turkish Mountaineering Federation. Materials and Methods: In this study, quasi-experimental design was used in the research. A multiple-choice achievement test of 25 questions which includes knowledge and practice issues related to winter mountaineering education was prepared. The reliability analysis of the achievement test was made with the “ITEMAN” program. The pre-test-post-test data of the study were collected on 20-27 January 2019 on Zigana Mountain, and 4 weeks later, the permanency test data was collected on 28 February 2019 on Erciyes Mountain. In data analysis, for correlated samples (repeated measures) one-factor ANOVA and for repeated measurements two-factor ANOVA analyzes were performed. Findings: There was a significant difference between the pre-test-post-tests-permanency test total, knowledge, and application scores of the athletes. It is seen that the achievement scores of male and female athletes before and after the training do not differ significantly. Results: According to the research results; It has seen that the winter mountaineering training given by the Turkish mountaineering federation has a positive effect on the knowledge and practice levels of the athletes and has an important contribution in the context of the permanency of learning. In addition, it was determined that the success scores of female athletes who received training were higher than male athletes.

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