scholarly journals Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video

2021 ◽  
Vol 6 ◽  
Author(s):  
Sandra Mathers ◽  
Iram Siraj
Keyword(s):  
Oral Language ◽  
Procedural Knowledge ◽  
Classroom Quality ◽  
Expert Teachers ◽  
School Teachers ◽  
Relational Pedagogy ◽  
Language Pedagogy ◽  
Teacher Professional ◽  
Linguistic Input ◽  
Authentic Classroom

The Observing Language Pedagogy (OLP) tool uses videos of authentic classroom interactions to elicit the procedural knowledge which pre-school teachers can access, activate and use to support classroom decision-making. Three facets are captured: perceiving (the ability to identify salient language-supporting strategies); naming (the use of specific professional vocabulary to describe interactions); and interpreting (the ability to interpret the interactions observed). Prior research has shown that the OLP predicts classroom quality; with naming and interpreting proving the strongest predictors. This study examines OLP responses from 104 teachers to consider the nature of their pedagogical knowledge (perceiving, naming, interpreting), and describe differences between expert teachers (those leading language-supporting classrooms) and non-expert teachers (those leading lower quality classrooms). It offers insight into the nature of language-related expertise and to guide design of teacher professional development, suggesting a tri-fold focus on knowledge of linguistic input, relational pedagogy and cognitive challenging interactions.

scholarly journals Mathers (in press) Using video to assess preschool teachers’ pedagogical knowledge

2021 ◽  
Author(s):  
Sandra Mathers
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Oral Language ◽  
Procedural Knowledge ◽  
Preschool Teachers ◽  
Learning Opportunities ◽  
Classroom Quality ◽  
Early Language ◽  
Classroom Experience ◽  
Language Pedagogy

Theory suggests that effective real-time decision-making in classrooms requires teachers to have flexible access to rich and well-organised knowledge of effective teaching practices. Yet prior research on the role and importance of procedural knowledge has been equivocal. This exploratory study used a new video measure of procedural knowledge to examine relationships with observed classroom quality, and establish which opportunities to learn (qualifications, professional development, classroom experience) predict greater knowledge. It focused on preschool teachers’ knowledge of oral language pedagogy, on the basis that early language provides the foundation for children’s later learning. The sample comprised 104 teachers participating in a wider RCT, designed to evaluate a professional development intervention. Teachers were shown two short videos of classroom interactions and asked to identify instances of effective practice. Responses were coded to capture three facets: perceiving (the ability to identify salient language-supporting strategies); naming (the use of specific professional vocabulary to describe interactions); and interpreting (the ability to interpret the interactions observed). The three facets could be empirically distinguished. Explicit and higher-order procedural knowledge (naming, interpreting) most strongly predicted classroom quality. Formal learning opportunities were stronger predictors of procedural knowledge than classroom experience. Intervention effects on classroom quality were mediated by knowledge. Implications for workforce development are discussed.

scholarly journals Teachers and Interpersonal Relationships: a Question of Distance and Social Link?

K@iros ◽  
2019 ◽  
Author(s):  
Tony ORIVAL ◽  
Keyword(s):  
Secondary School ◽  
Interpersonal Relationships ◽  
Social Distance ◽  
Oral Language ◽  
Secondary School Teachers ◽  
Language Practices ◽  
School Teachers ◽  
The Social ◽  
Social Link

Social distance and social link are important in the relationships between teachers and pupils. This question deserves to be examined with a sociological eye. The aim of this book chapter is to clarify the meaning of the terms (“social distance” and “social link”) and to analyze the influences of the social distance reconfigurations on the behavior of the first towards the second. Based on interviews with secondary school teachers, this chapter aims to show how do the influences of social distance reconfigurations change or not their oral language practices.

scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

scholarly journals Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning

Teachers Work ◽  
2015 ◽  
Vol 12 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Margaret Clare Kitchen ◽  
Maree Jeurissen ◽  
Susan Gray
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Reading Attitudes ◽  
First Year ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Affecting ◽  
Speakers Of Other Languages ◽  
Teacher Professional ◽  
Professional Reading

Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.

scholarly journals THE ROLE OF ELECTRONIC LIBRARIES IN TEACHER PROFESSIONAL ACTIVITY

1970 ◽  
Vol 10 (2) ◽  
Author(s):  
Svitlana M. Ivanova
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Professional Activity ◽  
School Teachers ◽  
Teacher Professional

The article is devoted to the problem of the development of electronic libraries and their role in teachers’ professional activity in secondary schools. There are considered the problems of using the electronic libraries by secondary school teachers.

scholarly journals “INSPIRATION AND SUCCESS FOR ALL LEARNERS”: HOW DO VIETNAMESE EFL SCHOOL TEACHERS PERCEIVE THEIR ROLES AND WHAT STYLE OF TEACHER ARE THEY IN THE ERA OF INDUSTRY 4.0?

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Industry 4.0 ◽  
Communicative Language Teaching ◽  
Success For All ◽  
School Teachers ◽  
Esl Education ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Esl Pedagogy ◽  
Very High

This research is an attempt to highlight how Vietnamese EFL school teachers perceive theirroles and what style of teacher they are in this current changing world – the world of Industry 4.0. Thestudy involved a sample of 300 Vietnamese EFL school teachers throughout Vietnam. The instrumentsemployed for the research were three questionnaires intended to explore different aspects of EFL teachers’ perception of their roles. The data collected were analyzed quantitatively and were discussed in some detail. The research brought to light a number of significant findings of which five are prominent: (i) Vietnamese EFL school teachers displayed a relatively good understanding in identifying what roles are of traditional teacher style (TTS) and what roles are of modern teacher style (MTS); (ii) they rated as high and medium most of the roles of the TTS and reported having performed most of them; (iii) they rated as low some of the roles of the TTS but still kept on performing them; (iv) they rated as very high, high and medium most of the roles of the MTS, but only 2/3 of them were reported having been performed; and (v) they rated as medium many of the remaining roles of the MTS which belong to what has commonly been referred to in modern EFL/ESL pedagogy as the learner-centred approach in communicative language teaching (CLT), but the number of these roles reported having been performed were very modest. Based on the interwoven information obtained from the three questionnaires, it was suggested that although the era of Industry 4.0 is a reality, many of the Vietnamese EFL school teachers seem to be on the traditional side of the traditional ↔ modern teacher style scale. It is recommended that teacher role should be a legitimate component in all EFL teacher training and teacher professional development (PD) programmes in English teacher education departments/faculties in Vietnam to help EFL teachers be better familiarized with their roles, particularly those required in modern EFL/ESL education, so that they can perform their roles more effectively and more appropriately in their teaching for the success of their students as they move along their “journey of learning” (Pullias & Young, 1968: 32) a new means of communication.

THE TOTAL QUALITY MANAGEMENT ON TEACHER PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN GHARBIA GOVERNORATE OF EGYPT

2018 ◽  
Vol 05 (09) ◽  
pp. 01-14
Author(s):  
Shorouk Mohamed Farag Mohamed Aboudahr
Keyword(s):  
Professional Development ◽  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Teacher Professional Development ◽  
Pearson Correlation ◽  
Total Quality ◽  
School Teachers ◽  
Teacher Professional

The purpose of this study is to determine the total quality management on teacher professional development in secondary schools in Gharbia Governorate in Egypt. The study involved 66 respondents (47.4 % male & 52.6 % female) secondary school teachers’. The questionnaire consists of both Arabic language as well as English language. It consists of 28 items which includes Create Constancy of Purpose for Improvement (3 items), Adopt the New Philosophy (4 items), Improve constantly (4 items), Institute Training on The Job (9 items), Institute leadership (4 items) and Drive out Fear (4 items) subscales. This instrument was developed to assess the relationship between total quality management on teacher professional development in secondary schools. Data were analysed using frequency, percentage, independent t-test, ANOVA and Pearson Correlation test. The study found that no difference between gender and experiences on professional development. In additional, it was found that out of six dimension of Create Constancy of Purpose for Improvement, Adopt the New Philosophy, improve constantly, Institute Training on The Job, Institute leadership and Drive out Fear have positive relationship on teachers’ professional development. Finally, based on the finding of this study, I wish to suggest that for an improvement future researcher should carry out similar study not only in Gharbia state but also generally in Egypt. Besides, it recommended that should be encourage teachers of secondary school to attend training course and learn recent research and educational studies by providing financial and moral incentives. On the other hand, seminars could be held for high school teachers in order to improve their attitudes and perspectives towards professional development.

Teaching Speaking

1998 ◽  
Vol 18 ◽  
pp. 102-123 ◽  
Author(s):  
Anne Burns
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Oral Language ◽  
Empirical Studies ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Language Pedagogy ◽  
Developmental Sequences ◽  
Negotiated Interaction ◽  
Language Classrooms

Much recent work on optimal conditions for the teaching of speaking in second and foreign language classrooms has been grounded in educational psycholinguistics or in cognitive and social psychology. Theoretical constructs for language pedagogy have been drawn extensively from empirical studies, underpinned by the central notions of second language acquisition: communicative competence (Canale and Swain 1980); comprehensible input (Krashen 1985), negotiated interaction (Ellis 1990, Gass and Varonis 1994, Long 1983, Pica, et al. 1989), input processing (VanPatten and Cadierno 1993), developmental sequences and routes of acquisition (Meisel, Clahsen and Pienemann 1981), and communication strategies (Faerch and Kasper 1983). Such constructs are widely taught in teacher preparation programs in second and foreign language teaching and clearly have relevance to oral language instructional practice.

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