New Roles for ESP Lecturers

2020 ◽  
pp. 181-206
Author(s):  
Mirela Bardi ◽  
Laura-Mihaela Muresan
Keyword(s):  
Professional Development ◽  
Methodological Approach ◽  
English For Specific Purposes ◽  
Academic Literacies ◽  
University Departments ◽  
Teaching Situation ◽  
Research Outcomes ◽  
Field Notes ◽  
Research Competences ◽  
Multilingual Scholars

The pressure on multilingual scholars to disseminate research outcomes through the medium of English has generated the need for programs which prepare them to perform at internationally accepted standards. The task of helping researchers refine their academic literacies entails new responsibilities for language professionals in university departments. This chapter will explore the new roles taken on by English for Specific Purposes (ESP) professionals in Romania within the framework of an MA program designed to enhance communication and research competences of faculty in economics and business. The methodological approach adopted in this study comprises narratives and field notes provided by ESP professionals involved in setting up and delivering the MA program. The findings suggest that responding to the needs of a demanding teaching situation and engaging in interdisciplinary interactions provide both challenges and professional development opportunities for language teaching academics.

Instrumental Music Educators’ Experiences in a Professional Development Course

2016 ◽  
Vol 35 (3) ◽  
pp. 38-45 ◽  
Author(s):  
Tami J. Draves
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Instrumental Music ◽  
Music Teacher ◽  
Individual Interviews ◽  
Teaching Situation ◽  
Instrumental Music Teachers ◽  
Field Notes ◽  
Engaged Teachers ◽  
Development Course

The purpose of this research was to investigate the experiences of instrumental music teachers in Designing Arts Instruction, a 4-day professional development course in a large urban school district. Specifically, I was interested in which activities participants (a) found most relevant and applicable to their current teaching situation, (b) believed would most benefit student learning, and (c) believed would contribute most to their overall music teacher development. Multiple forms of data were collected including participants’ reflections, researcher-facilitator journal and field notes, and structured individual interviews. Curriculum development and rubric writing were relevant to participants’ teaching situations and also engaged teachers’ personal musicianship. Participants recognized creative activities as motivating for students. Collaboration emerged as the course feature that contributed most to participants’ overall development. Those who plan and facilitate professional development might consider including aspects that invite collaboration, deep thinking, engagement, and reflection, particularly within the context of teachers’ musicianship.

scholarly journals Acciones de superación profesional para potenciar la competencia en comunicación de resultados científicos

2017 ◽  
Vol 21 (2) ◽  
pp. 1
Author(s):  
Alexeis Ruíz-Díaz ◽  
Yamila Roque-Doval ◽  
Mayra Rodríguez-Ruíz
Keyword(s):  
Professional Development ◽  
Action Plan ◽  
Methodological Approach ◽  
Postgraduate Education ◽  
Practical Result ◽  
Implementation Phase ◽  
University Center ◽  
Professional Development Needs ◽  
Scientific Results ◽  
Engineering Career

The main goal of this research is to propose an action plan for professional development to enhance competence in communicating scientific results in teachers of municipal secondary schools. The research is part of a complementary methodological approach that combines different quantitative and qualitative methods based on specific objectives. The diagnosis was made at the Municipal University Center of Sagua La Grande, with a sample of 25 teachers who are members of the Industrial Engineering career staff at the institution, attached to the Central University “Marta Abreu” of Las Villas, Cuba. Regularities were found from the stage of the initial diagnosis of professional development needs and the level in which the “competence in communicating scientific results” variable was. With this information justifying the purposes of this research, a process was designed following a systemic approach, and the practical result was the proposal of the organization and design of an action plan for development through postgraduate education forms during the implementation phase. 

scholarly journals The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Amy Burge ◽  
Maria Grade Godinho ◽  
Miesbeth Knottenbelt ◽  
Daphne Loads
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Significant Contribution ◽  
Administrative Staff ◽  
Research Project ◽  
Senior Staff ◽  
Teaching Assessment ◽  
Research Outcomes ◽  
Gerontological Nursing ◽  
Part Time

The aim of this research project was to deepen our understanding of the professional development of postgraduates who teach (tutors). Using arts-based methods, we asked postgraduate tutors and senior staff how they saw tutors’ roles and development needs. Based on our research outcomes, we found that both postgraduate tutors and senior staff were concerned in their different ways about a lack of community, the administrative burden on tutors, the importance of enjoyment, how tutoring should be recognised and valued, and the question of training versus development. We make use of a framework borrowed from gerontological nursing for thinking about and addressing these issues in practice. Note: In this paper, ‘tutor’ refers to the part-time, adjunct, assistant, sessional or casual staff who make a significant contribution to small and large-group teaching, assessment and feedback in higher education. We are particularly concerned here with postgraduates who teach; ‘senior staff’ refers to a variety of colleagues who have some responsibility for supporting tutor development, including course organisers, senior tutors and administrative staff.

scholarly journals “But I Learn More Bad Grammars When I Write to My Classmates”: Acquiring Academic Literacies in a Multicultural Writing Class

2018 ◽  
Vol 8 (2) ◽  
pp. 638-658
Author(s):  
Teresa Chen
Keyword(s):  
Second Language Writing ◽  
Data Sources ◽  
Communication Styles ◽  
Academic Literacies ◽  
Online Discussion Forum ◽  
Multiple Data ◽  
Writing Class ◽  
Language Writing ◽  
International College ◽  
Field Notes

This qualitative case study sought to understand the experiences of international college students who were involved in the acquisition of academic literacies (via an English-as-a-Second-Language writing class). Data sources included observation field notes; messages posted in an online discussion forum; transcripts of interviews with five focal students and their instructor; and student-level reflective journal entries. Findings were validated via the triangulation of multiple data sources. Several themes emerged from the analyses that are associated with academic adjustment and intercultural communication, including an energetic class that highly valued participation, conflicting student views on participation, and unvalued collaboration. Implications included the provision of instructionrelated opportunities that enable students to explore the cultures and culturally diverse communication styles of their academic peers

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development

2020 ◽  
pp. 282-304
Author(s):  
Alina Slapac ◽  
Sujin Kim ◽  
Sarah A. Coppersmith
Keyword(s):  
Professional Development ◽  
Culturally Responsive ◽  
Participant Observation ◽  
Social Supports ◽  
Group Discussions ◽  
Federal Grant ◽  
Refugee Students ◽  
Final Questionnaire ◽  
Field Notes ◽  
Immigrant And Refugee

This chapter examined a cohort of 12 in-service teachers' and three administrators' views in regards to areas of successes, challenges, and priorities in working with immigrant and refugee students and their families as a result of three professional development (PD) sessions that were offered as part of a federal grant-based research project. Qualitative data included field notes through participant observation of group discussions, informal conversations with the participants, PD activity materials, online reflective surveys after each PD session, a background and demographic checklist, and a final questionnaire of overall learning. The results showed the participants' growing sensitivity towards their students' and families' contexts, including academic and social supports, with a desire to promote and implement more linguistically and culturally responsive strategies within their practices and school districts.

The challenges of the Job Market in Poland and Hungary

1997 ◽  
Vol 6 (1) ◽  
pp. 13-15 ◽  
Author(s):  
Linda Wilkins ◽  
Agnes Banyasz
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Case Studies ◽  
Market Economy ◽  
Central Europe ◽  
Job Market ◽  
University Departments ◽  
Short Courses

In 1995–96, the authors of this paper visited a number of university departments and language centres in Hungary and Poland. They were invited to participate as course leaders and advisers in a number of workshops, seminars, short courses and professional development exercises. The following case studies draw on these experiences to highlight a range of career development and employment-related issues affecting individuals and organisations during the transition to the market economy in central Europe.

Identifying the Potential of Mobile Phone Cameras in Science Teaching and Learning

2011 ◽  
Vol 3 (2) ◽  
pp. 16-30 ◽  
Author(s):  
Sakunthala Ekanayake ◽  
Jocelyn Wishart
Keyword(s):  
Mobile Phone ◽  
Science Teaching ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Science Lesson ◽  
Science Teaching And Learning ◽  
Teachers And Students ◽  
Field Notes ◽  
Collaborative Learning Opportunities

This research was motivated by previous work using mobile phones to support science teaching and learning in a variety of ways. This paper explores in detail how mobile phone cameras can support science teaching and learning during the planning, implementing, and evaluation stages of a lesson. A case study of a science lesson carried out in a school in Sri Lanka is described. The methodological approach of this study is qualitative and data were collected using observations, informal interviews and field notes. The results show that mobile phone cameras support the teacher in a range of ways during lesson planning, lesson implementation, and evaluating learning. Furthermore, the camera function of mobile phones was reported by teachers and students as enhancing the effectiveness of student learning, providing more opportunities for students’ active participation, increasing interactions and collaborative learning opportunities.

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