scholarly journals Teacher Training and Its Impact on Novice Teachers’ Performance in the EFL Classroom

2021 ◽  
Vol 2 (2) ◽  
pp. 26-37
Author(s):  
Fatma Zohra Zemouchi
Keyword(s):  
Teacher Training ◽  
Novice Teachers ◽  
Direct Method ◽  
Document Analysis ◽  
Classroom Teaching ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Private Language ◽  
Research Questions

The main purpose of the present study is to look into the teacher training offered by a private language centre in Sidi Yahia (Algiers, Algeria) to novice teachers and to explore whether these teachers later on make use of and reflect on the teaching skills taught throughout the course of their training. Consequently, a case study of five novice teachers of English has been conducted during a period of two months. In an attempt to answer the three research questions posed by this investigation, three data collection tools have been utilized: document analysis, lesson observations (three for every participant) and one questionnaire for teachers. The collected data have been analyzed both quantitatively (closed-ended items) and qualitatively (open-ended items). The main results have shown that the language center training for teachers is rather conservative and focuses exclusively on the use of the direct method and the PPP approach. The study has also revealed that 80% of the teachers do not completely agree with the idea of using one method for all learners and have highlighted the importance of eclectic teaching. Therefore, they do not always stick to the approach that they have been introduced to during the course of their training and their classroom teaching performance progress is quite unstable. Although the school usually follows up on their progress and encourages them to reflect on their own teaching to improve, these novice teachers still feel trapped and unable to innovate within their classrooms.

scholarly journals Vietnamese Education System and Teacher Training: Focusing on Science Education

2020 ◽  
Vol 6 (1) ◽  
pp. 179-206
Author(s):  
Van Hien Nguyen ◽  
Vu Bich Hien Nguyen ◽  
Thi Mai Huong Vu ◽  
Thi Kim Hue Hoang ◽  
Thi Minh Nguyet Nguyen
Keyword(s):  
Teacher Training ◽  
General Education ◽  
Education System ◽  
Document Analysis ◽  
Future Research ◽  
Special Focus ◽  
Future Trends ◽  
Science Teacher Preparation ◽  
The Past ◽  
Research Questions

Abstract This article introduces the reader to past, current, and future trends in science teacher preparation and professional development in Vietnam. The authors rely on document analysis for data collection and focused analysis to describe the general education system and the mechanisms for teacher training in Vietnam from the past to the present. Research questions focused on exploring changes in the organization of the education system over time, identifying advances that have been made, and describing what challenges teacher education faces today. In addition, this paper offers a special focus on how Vietnamese pedagogy institutions are working to prepare new teachers. Finally, the authors describe how Vietnam is preparing to implement a new national general education program that will strongly affect all aspects of education, including training and retraining of teachers. The authors conclude by raising some important questions for future research and development.

scholarly journals THE PRACTICE OF GENRE-BASED PEDAGOGY IN INDONESIAN SCHOOLS: A CASE OF PRESERVICE TEACHERS IN BANDUNG, WEST JAVA PROVINCE

2017 ◽  
Vol 7 (1) ◽  
pp. 160
Author(s):  
Iyen Nurlaelawati ◽  
Nita Novianti
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Classroom Teaching ◽  
English Teacher ◽  
Teaching Practicum ◽  
Case Study Design ◽  
State Schools

This paper reports preservice teachers’ knowledge and understanding about genre-based pedagogy in the curriculum and its implementation in their EFL classrooms. Six participants who were taking their teaching practicum program in two different state schools took part in the study. Employing a case study design, the data were collected through questionnaire, observations, interviews, and document analysis (lesson plans). The findings show that the preservice teachers had varying degrees of knowledge and understanding of what genre-based pedagogy is and how to apply it in the teaching and learning. All of them, though, believe that genre-based pedagogy is very useful and applicable in EFL teaching and learning. Out of the six participants, four employed the pedagogy in their classroom teaching and learning. There is, however, a gap between what the preservice teachers know and understand about genre-based pedagogy and how they apply it in the classroom. Most of the preservice teachers skip the most important part in genre-based pedagogy, namely building knowledge of the field. They also do not give feedback to their students’ writing. These findings have some implications for the English teacher education in Indonesia. Teacher education institutes should pay more attention on preservice teachers’ practices in the classroom. Cooperation between the teacher supervisor, lecturer, and preservice teachers is really needed.

scholarly journals An Evaluation Model of Teaching Practicum of Pre-Service EFL Teachers at the Faculty of Education and Teacher Training in Higher Education

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Syamsudarni ◽  
Sahraini
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
Evaluation Model ◽  
Teaching Skills ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Research Questions ◽  
Faculty Of Education

This research generates a product, namely the guiding book for the evaluation of micro teaching of student teachers at the Faculty of Education and Teacher Training of IAIN Palopo (State Islamic Institute) Indonesia, and the instruments used to evaluate the practice of micro teaching at the faculty. The following research questions were addressed: 1. How was the evaluation model of mirco teaching practice at the Faculty of Education and Teaching Training of IAIN Palopo? 2. How were the constructed instruments used to evaluate the practice of micro teaching at the Faculty of Education and Teaching Training of IAIN Palopo? The aim of the study is to produce a guiding book for the evaluation of micro teaching of pre-service teachers at IAIN PAlopo.The book comprises of procedures and guidelines for performing the evaluation of the practice of micro teaching, as well as ways to analyze the results of the evaluation. On the other hand, the instruments generated were employed to evaluate the basic competence of the student teachers’ teaching performance. This book is beneficial for the lecturers teaching micro teaching skills and other related subjects. It can be an ideal handbook for both the lecturers and preservice teachers in that the instruments created have been validated and tested; hence, it is valid and reliable. Also, teaching practice is one of the core topics that the students are supposed to undertake before they jump into the placement, or teaching practicum placed in some schools. Therefore, the provision of this book will significantly help lecturers, students, not to mention the education instution because it can be used either in the classroom or micro teaching lab at the Islamic institute.

Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?

2020 ◽  
Vol 1 (3) ◽  
pp. 103-132
Author(s):  
Rungamirai Matiure ◽  
Erick Nyoni
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Multiple Case Study ◽  
Document Analysis ◽  
Learner Autonomy ◽  
Case Study Design ◽  
Midlands Province ◽  
Multiple Case ◽  
Comprehensive Framework

This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

Multilingualism in eastern Indonesia: linguistic evidence of a shift from symmetric to asymmetric multilingualism

2021 ◽  
pp. 136700692110231
Author(s):  
Francesca Romana Moro
Keyword(s):  
Language Contact ◽  
Small Scale ◽  
Modelling Language ◽  
Apparent Paradox ◽  
Eastern Indonesia ◽  
Communicative Strategies ◽  
Linguistic Evidence ◽  
Research Questions ◽  
Bilingual Communities

Aims and Objectives/Purpose/Research Questions: The Alorese in eastern Indonesia are an Austronesian community who have inhabited two Papuan-speaking islands for approximately 600 years. Their language presents a paradox: contact with the neighbouring Papuan languages has led to both complexification and simplification. This article argues that these opposite outcomes of contact result from two distinct scenarios, and formulates a hypothesis about a shift in multilingual patterns in Alorese history. Design/Methodology/Approach: To formulate a hypothesis about the discontinuity of multilingual patterns, this article first sketches the past and present multilingual patterns of the Alorese by modelling language contact outcomes in terms of bilingual optimisation strategies. This is followed by a comparison of the two scenarios to pinpoint similarities and differences. Data and Analysis: Previous research shows that two types of contact phenomena are attested in Alorese: (a) complexification arising from grammatical borrowings from Papuan languages, and (b) morphological simplification. The first change is associated with prolonged child bilingualism and is the result of Papuan-oriented bilingual strategies, while the latter change is associated with adult second language (L2) learning and is the result of universal communicative strategies. Findings/Conclusions Complexification and simplification are the results of two different layers of contact. Alorese was first used in small-scale bilingual communities, with widespread symmetric multilingualism. Later, multilingualism became more asymmetric, and the language started to undergo a simplification process due to the considerable number of L2 speakers. Originality: This article is innovative in providing a clear case study showing discontinuity of multilingual patterns, supported by linguistic and non-linguistic evidence. Significance/Implications: This article provides a plausible explanation for the apparent paradox found in Alorese, by showing that different outcomes of contact in the same language are due to different patterns of acquisition and socialisation. This discontinuity should be taken into account by models of language contact.

Functional and sociocultural attitudes of code-switching and its relation to the meaning-making process: The case of dubbing Kim Possible into Arabic

2021 ◽  
pp. 136700692110194
Author(s):  
Rashid Yahiaoui ◽  
Marwa J Aldous ◽  
Ashraf Fattah
Keyword(s):  
Meaning Making ◽  
Code Switching ◽  
Power Dynamics ◽  
Sociocultural Attitudes ◽  
Switching Patterns ◽  
Switching Functions ◽  
Switching Type ◽  
Lebanese Arabic ◽  
Research Questions

Aims and objectives/purpose/research questions: The aim of this study is to investigate the sociolinguistic functions of code-switching and its relation to the meaning-making process by using the animated series Kim Possible as a case study. Design/methodology/approach: This study employs Muysken’s taxonomy to draw on code-switching patterns in lexico-grammar in relation to human behavior. The study also uses the functional approaches of Muysken and Appel and Gumperz as binary investigatory frameworks to locate interlingual and intralingual code-switching particularities and to elaborate on code-switching functions. Data and analysis: The analysis encompasses 48 episodes. Firstly, we extracted and transcribed code-switching occurrences in light of Muysken’s typology episode-by-episode and categorized them according to their code-switching type (interlingual or intralingual). Secondly, we quantified the occurrences according to their syntactic form to make more systematic claims about code-switching patterns. Next, we triangulated the patterns by examining the context of utterances and extralinguistic factors in the original series vis-à-vis the dubbed version to draw upon information beyond the structure or grammar. Findings/conclusions: The Arabic dubbed version was able to communicate the characters’ cosmopolitan diversity, which correlates with the series’ sense of linguistic modernity and humor. At the same time, the Arabic version was able to portray the extralinguistic reality of Lebanon and its multi-linguistic tapestry. Originality: This research is original because it focuses on Lebanese-Arabic, a dialect seldom discussed in the context of translation. The research also examines language variations in the context of dubbed discourse, where code-switching is integrally pertinent to visual-signs and the cultural background of characters. Significance/implications: The study recognizes the intricacy of code-switching as a reflective phenomenon of social reality and power dynamics; therefore, it contributes in the fields of translation and sociolinguistics.

E-voting adoption in many countries: A literature review

2021 ◽  
pp. 205789112110405
Author(s):  
Ikhsan Darmawan
Keyword(s):  
United States ◽  
Systematic Review ◽  
Literature Review ◽  
Single Case ◽  
Research Question ◽  
The United States ◽  
Single Case Study ◽  
Academic Publications ◽  
Research Questions

Although the number of countries that have adopted e-voting has decreased lately, the number of academic publications on e-voting adoption has increased in the last two years. To date, there is no coherent narrative in the existing literature that explains the progress of the research on e-voting adoption. This article aims to answer the following research question: “How has research on the topic of e-voting adoption progressed over the last 15 years?” The article provides a semi-systematic review of 78 studies that were conducted from 2005 to 2020. In this article, I argue that although the studies on e-voting adoption are dominated by a single case study, by research in the United States, and by the positivist paradigm, scholars have employed the term “e-voting adoption” diversely and the research on e-voting adoption has evolved to address more specific research questions. Recommendations for the future agenda of research on e-voting adoption are also discussed.

A Reflection and Relevance of Lectures and Organizational Performance in The Pandemic Time Covid-19

2021 ◽  
Author(s):  
Faisal Rahman Dongoran ◽  
Indra Maipita ◽  
Abdul Hamid K
Keyword(s):  
Teacher Training ◽  
Path Analysis ◽  
Organizational Performance ◽  
Study Design ◽  
Teaching Performance ◽  
Training And Education ◽  
Ex Post ◽  
Ex Post Facto ◽  
E Learning ◽  
Ex Post Facto Study

This study aims to determine the effect of lecturer competence and commitment on their teaching performance during the Covid-19 pandemic which was remotely (online) carried out through the e-learning website. The respondents were 80 permanent lecturers of the faculty of teacher training and education. A quantitative approach with ex post facto study design and path analysis with SPSS v.21 was used. The results showed that the competence variable had a higher influence of 14.5% while commitment was 7.8%. Therefore, 30.9% determined their teaching performance during the Covid-19 pandemic from the contribution of competence and commitment, while 69.1% was from other variables outside the study.

Sign in / Sign up

Export Citation Format

Share Document