Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part Three: Process Drama in a Real-World Context

2015 ◽  
Vol 4 (1) ◽  
pp. 6-24
Author(s):  
Ben Cowburn
Keyword(s):  
Elementary School Teachers ◽  
Real World ◽  
Planning Process ◽  
Language Teachers ◽  
Process Drama ◽  
School Teachers ◽  
Starting Point ◽  
Dorothy Heathcote ◽  
High Level ◽  
The University

Based on research into the benefits of using process drama techniques in language teaching, guidelines for planning process drama-based language lessons were created. Using these guidelines as a starting point, two workshops were planned and carried out, with the main aim of introducing Korean elementary school teachers to process drama. The workshops featured activities based on techniques pioneered by Dorothy Heathcote and other practitioners. These activities were linked by a narrative inspired by the university the workshops took place in, introduced by the workshop leader working in-role. The feedback from the workshops showed high level of engagement, and support for the use of process drama in the teachers' future lessons.

Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part Two: Process Drama and Language Teachers

2013 ◽  
Vol 2 (2) ◽  
pp. 4-20
Author(s):  
Ben Cowburn
Keyword(s):  
Language Learning ◽  
Language Teachers ◽  
Process Drama ◽  
Expert Teacher ◽  
Level Of Use ◽  
Language Classrooms ◽  
Dorothy Heathcote ◽  
Teachers Attitudes ◽  
High Level ◽  
Potential Use

To explore language teachers’ attitudes to using drama activities, and to determine the level of use and understanding of process drama techniques in language classrooms, a survey was carried out. The results showed a high level of support for the benefits many theorists and researchers have claimed for the use of drama activities in language learning. They also showed that process drama techniques were used to a lesser extent than activities such as warm­up games and scripted role­plays. Following the survey, a workshop was planned, to explore language teachers’ responses to using process drama­based techniques. The workshop was designed to include a number of process drama activities, including Mantle of the Expert, Teacher in Role, Tableau and Improvisation. The feedback from the workshop showed enthusiasm for these techniques, and for their potential use in language teaching.

Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part One: Where Dorothy Came From, What She Did, and How It Can Support Language Development

2013 ◽  
Vol 2 (1) ◽  
pp. 4-12
Author(s):  
Ben Cowburn
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Language Teachers ◽  
Process Drama ◽  
Drama Education ◽  
Educational Drama ◽  
Language Classrooms ◽  
Dorothy Heathcote ◽  
The 1960S ◽  
The Many

From the 1960s onwards, Dorothy Heathcote became a highly influential figure in UK drama education. Her practice, based around unscripted, participatory dramas in which students were often guided by a teacher working ‘in role’, helped to shape the way drama is taught in schools today, particularly within the process drama approach. Influenced by a range of educational theorists and practitioners, Heathcote developed a style of educational drama that she saw as being distinct from ‘theatre’, and more concerned with experiencing drama than performing it. To this end, she developed a number of dramatic techniques, such as ‘Teacher in Role’ and ‘Mantle of the Expert’, to help students inhabit dramatic contexts and learn through the direct imagined experience of a particular place, time or problem to be solved. These techniques have much to offer language teaching, particularly when communication is the main goal. Placing students in dramatic contexts is claimed to enhance motivation and engagement and lead to more truly authentic communication than is often found in language classrooms. Using a framework based on Heathcote’s techniques, and those developed by other process drama educators, language teachers can begin to explore the many benefits drama can offer language learners.

PROFESSIONAL TRAINING OF FUTURE SCHOOL TEACHERS FOR MANAGING YOUNGER SCHOOLCHILDREN’S RESEARCH AND PROJECT ACTIVITY

2018 ◽  
pp. 14-19
Author(s):  
Polina Viktorovna SMIRNOVA ◽  
Yulia Aleksandrovna SEREBRENNIKOVA
Keyword(s):  
Cognitive Abilities ◽  
Professional Training ◽  
Independent Research ◽  
School Teachers ◽  
Project Activity ◽  
Research Activities ◽  
Moscow City ◽  
Training Research ◽  
High Level ◽  
The University

We present the experience of reflexive activity approach to the preparation of future teachers to work on the management of project and research activities of younger schoolchildren. The theoretical basis of the research conducted at the university school of the Moscow City University is revealed. The description of an empirical stage of research of process of acquisition by bachelor degree students of the important labor functions focused on development of cognitive interests and cognitive abilities of younger schoolchildren is stated. The described program includes several interrelated blocks: theoretical block of the course “Research and Project Activities of Schoolchildren”, training research abilities, independent research practice of students and monitoring research activities of students. The experiment showed a high level of readiness for the management of research and project activities of younger schoolchildren. In addition, the generalized reflective data obtained during the training of students of different courses. As a result, we discovered that the training of students in the framework of reflexive activity approach creates conditions for the formation of future teacher’s competencies, the most popular in the modern labor market, the so-called “future skills”: general research skills; critical thinking; communication skills; teamwork skills; creative approach; skills in situations of uncertainty and risk.

scholarly journals The effect of digital platforms in the motivation of future primary education teachers towards mathematics

2020 ◽  
Vol 7 (3) ◽  
pp. 112-123
Author(s):  
David Mendez ◽  
Miriam Mendez ◽  
Juana Maria Anguita
Keyword(s):  
Intrinsic Motivation ◽  
Elementary School Teachers ◽  
Research Study ◽  
Self Determination Theory ◽  
Self Determination ◽  
School Teachers ◽  
Digital Platforms ◽  
Motivation Level ◽  
High Level ◽  
Intrinsic Motivation Inventory

Motivation is a key element of daily life. At present, ICTs are considered to be highly motivating elements that are of great importance in all sectors of the society. The objective of this research study is to measure and assess the intrinsic motivation level of university students aiming to become Elementary School teachers regarding the use of digital platforms in their math classes. Using the Self-Determination Theory and the Intrinsic Motivation Theory, these students were given a test with 20 questions based on the Intrinsic Motivation Inventory. The results support the conclusion that all participants had a high level of intrinsic motivation, which was highest in students with no previous experience in the use of said resources. It is important to improve, through motivation, the knowledge and skills of future teachers regarding the use of ICTs to enable them to awaken their students’ interest in mathematics and facilitate their learning process.   Keywords: Intrinsic motivation, ICTs, digital platforms, math classes, school teachers.

scholarly journals Manajemen Sekolah dalam Pengelolaan Kegiatan Guru Bahasa Indonesa di Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Murni Yanto
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Program Planning ◽  
School Management ◽  
Language Teachers ◽  
School Teachers ◽  
Data Presentation ◽  
School Programs ◽  
School Committees ◽  
School Plans

The present study explained how the school management was in managingthe activities of Indonesia language teachers in elementary school. This wasa descriptive qualitative study. The subjects engaged were the principal, teachers, and elementary school committees. The data were garnered from interviews, observations and documentation. Subsequently, the data analysis used data reduction, data presentation, and drawing conclusion. The results of the current study showed that the school management in managing Indonesian elementary school teachers’ activities includes: a) The elementary school management in terms program planning has been carried out resting upon the objectives and the elementary school plans, but the involvement of the community (parents) in formulating elementary school programs is still lacking. b) The elementary school management in the fields of students, educators, education staff and curriculum has been implemented but not yet been in an appropriate way. c) The elementary school management in the field of leadership has analyzed the potential of the school, creating conducive elementary school. d) Elementary school management in the fields of supervision and evaluation, curriculum development, the empowerment of education and teachers, and supervision programs have not been adequate as expected.

scholarly journals OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO

Neofilolog ◽  
2019 ◽  
pp. 195-211
Author(s):  
Monika Grabowska
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Evaluation Tool ◽  
Foreign Language Teachers ◽  
School Teachers ◽  
Self Evaluation ◽  
Key Competences ◽  
Didactic Skills ◽  
The University

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.

scholarly journals Wykorzystanie techniki swobodnych tekstów C. Freineta dla wspomagania rozwoju mowy i myślenia w języku obcym u studentów neofilologii

2020 ◽  
pp. 315-324
Author(s):  
Zdzisław Aleksander
Keyword(s):  
Foreign Language ◽  
Personal Experience ◽  
Intellectual Development ◽  
Language Skills ◽  
Language Teachers ◽  
Free Text ◽  
Verbal Expression ◽  
Starting Point ◽  
The One ◽  
The University

In everyday practice, the university has a task of shaping the intellect and developing the mental culture of students. The creative and active character of a person's personality is manifested and shaped in the process of exteriorization and expression. Based on the concept of language and thinking, attention should be paid to the particular importance of verbal expression. The basis here is the hypothesis that thought is realized in a word. As we develop a language, we also increase opportunities for externalization and improvement of thought. The article emphasizes values of verbal expression and its role in the personal experience and assimilation of the world, in shaping creative attitudes. The author recommends linking creative work of neophilology students to the mastery of a foreign language with the formation of their intellect and humanistic attitudes. Such conditions enabling, on the one hand, the improvement and enrichment of language skills and, on the other hand, free expression of one's thoughts are created by learning based on the technique of free text developed by French educator C. Freinet. The article shows how the technique of free text can not only be an auxiliary element, but can become a starting point and crucial issue in the work on the practical mastery of a foreign language and intellectual development of students, as well as how to anchor the improvement of language skills in intelligence, dynamics and expression of future language teachers.

Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan

2007 ◽  
Vol 29 (1) ◽  
pp. 7 ◽  
Author(s):  
Yoko Goto Butler
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Native Speakers ◽  
Native English Speakers ◽  
Language Teachers ◽  
School Teachers ◽  
Ideal Language ◽  
Teachers And Students ◽  
English Speaking ◽  
The Ideal

Recently, there have been a number of studies focusing on the qualifications of native and nonnative language teachers. The notion that native speakers constitute the ideal language teachers appears to be widespread among teachers and students. This concept has been particularly influential in English teaching, although its validity has been questioned. This study aims to identify perceptional factors that are most likely to be associated with the notion held among many nonnative English-speaking teachers in East Asia that native English speakers are the ideal language teachers. This study focuses on Japanese elementary school teachers who have been asked to introduce English activities in their classes. Based on a detailed questionnaire, completed by 112 Japanese elementary school teachers, a number of perceptional factors were identified. These include: (a) their self-assessed English proficiency levels, (b) their attitudes towards nonstandard forms of English, and (c) their sense of pride in their own language and cultural heritage. 近頃、ネイティブ、ノン・ネイティブの教師の資質に関する議論が多くなされている。ネイティブ・スピーカーが理想の語学教師であるという考えは、教師や学生の間で広く浸透しているようだ。この考えは、英語指導に影響を及ぼしてきたといわれるが、その妥当性は疑問視されている。本研究は、英語を教える東アジアのノン・ネイティブ教師の間で、どのような認知要因が、ネイティブ・スピーカーが理想の語学教師であるとする考えに結びついているのかを見極めることを目的としている。本研究では、最近英語活動を行うことになった日本の小学校教師をケースとしてとりあげた。112名の小学校教師に記入してもらったアンケート調査の結果より（1）自己評価による英語力のレベル、（2）スタンダードではない英語に対する態度、（3）自らの言語（日本語）や伝統文化に対するプライドの3つの要因が、ネイティブ・スピーカーが理想の語学教師であるという考えに結びついていることがわかった。

scholarly journals The Week-End Astronomy Class for Teachers

1990 ◽  
Vol 105 ◽  
pp. 311-313
Author(s):  
James H. Hensley
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School Teachers ◽  
School Science ◽  
High School Science ◽  
Science Assessment ◽  
University Of Minnesota ◽  
School Teachers ◽  
Course Work ◽  
The University

Astronomy is an integral part of many high-school science programs. Project STAR and the Science Assessment and Research Project at the University of Minnesota have recently recognized this. In addition, astronomy is a part of most elementary and middle-school science programs. In the Platteville, Wisconsin, school system, the solar system is a unit of study for all third grade students and a study of the stars is a part of the eighth grade science program. This is also true for other school systems in this area, in the Chicago area, and I would suspect, across the nation.However, most elementary school teachers have had little science course work and none in astronomy. Middle-school and high-school teachers have better backgrounds for teaching science but little or no astronomy course work. Some of those who teach astronomy are active in local astronomy groups and read Astronomy or Sky and Telescope magazines, but this is the exception rather than the rule.

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