scholarly journals Exploring the Professional Beliefs of an EFL Teacher: A Narrative Inquiry

2015 ◽  
Author(s):  
Seyyed Ostovar-Namaghi ◽  
Shabnam Norouzi ◽  
Mobina Hosseini
Keyword(s):  
Narrative Inquiry ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Life Experiences ◽  
Theory And Practice ◽  
Responsive Teaching ◽  
Professional Beliefs ◽  
Efl Teacher ◽  
Popular Language ◽  
The Relationship

The applied science model of teacher education implies that the relationship between theory and practice is unidirectional. In this study, however, the researchers make a case in the opposite direction, i.e., they believe that professional practice can also shed some light on theories of language teaching. Since narrative inquiry is best for capturing the detailed stories or life experiences of a single life, the researchers took it as a legitimate mode of research to uncover and make sense of the professional experience of an experienced and professionally popular language teacher. Analysis revealed six themes, which reflect the participant’s professional beliefs. Among other things, she believes that optimizing teaching practice depends on maximizing learner involvement, focusing on responsive teaching, leaving room for practice, and personalizing practice. The study has clear implications for practitioners and teacher educators.

scholarly journals En lærende praksistrekant

2016 ◽  
Vol 1 ◽  
Author(s):  
Torhild Skotheim ◽  
Baard Johannessen ◽  
Anne-Grete Kaldahl
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Professional Qualification ◽  
Semistructured Interviews ◽  
Future Challenges ◽  
The University ◽  
The Relationship ◽  
Pre Service Teacher

Background: The Norwegian framework for teacher education serves to both provide a pathway for professional qualification and lay a foundation for educators to meet present and future challenges. Complementing work with teacher educators in the university classroom, a key focus of the framework is pre-service teaching practice, which aims to increase student teachers' knowledge, skills, and competencies via a triangular partnership among student teachers and teacher educators both in pre-service teaching practice and on campus. The aim of the study was to interview student teachers to investigate how their pre-service teaching practice can be better organized to meet these goals. Methods: Our data is based on six semistructured interviews and one focus group with six student teachers situated at the Oslo and Akershus University College and analyzed using inductive content analysis. The study was approved at the Norwegian Data Directorate. Results: The analysis revealed five categories that influence student teachers` pedagogical insight through pre-service teaching practice. These five categories were: Reflection plenaries on regular basis, the understanding of the relationship between theory and practice, teacher educators as mentors, and different competence and asymmetry in the mentoring process. Conclusions: To optimize pedagogical insight through pre-service teaching practice, our results emphasize the need to ensure quality throughout pre-service teacher training and clear guidelines for teacher educators. In particular, our sample of student teachers sought greater supervision and focus from teacher educators on the relationship between theory and practice, via use of reflection plenaries, and found most helpful pedagogical context that emphasized equal partnership with their teacher educators. 

scholarly journals Mathematics educator teacher stories

2019 ◽  
Vol 4 (10) ◽  
pp. 48
Author(s):  
Signe E. Kastberg ◽  
Elizabeth Suazo-Flores ◽  
Sue Ellen Richardson
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Life Experiences ◽  
The United States ◽  
Teacher Stories ◽  
Counter Narrative ◽  
Insight Into ◽  
Gaining Insight

Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways that teacher stories sustain PTs and MTEs by creating a living counter-narrative to the narrative of teacher evaluation MTEs and PTs live in the United States. We argue that MTEs’ motivations for collecting PTs’ teacher stories are informed by MTEs’ life experiences and the development of MTEs’ views of teaching and learning to teach.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

scholarly journals Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher

Pedagogika ◽  
2019 ◽  
Vol 135 (3) ◽  
pp. 71-84
Author(s):  
Hussein Meihami
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Theory And Practice ◽  
Education Programs ◽  
Efl Teacher ◽  
English Language Teachers

The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.

scholarly journals Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

2018 ◽  
Vol 71 (2) ◽  
pp. 203-217 ◽  
Author(s):  
Ana Solano-Campos ◽  
Megan Hopkins ◽  
Laura Quaynor
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Activity Theory ◽  
Teacher Educators ◽  
Cultural Historical Activity Theory ◽  
Theory And Practice ◽  
Responsive Teaching ◽  
Multilingual Students ◽  
Historical Activity ◽  
Cultural Historical Activity

This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specific LRT dimensions. The ways in which the components of each activity system integrated LRT have implications for both theory and practice. Specifically, our findings highlight the need for program-wide coherence in teacher preparation and for comparative analysis examining teacher education across diverse policy contexts.

Research Advisory Committee Report: Justification and Reform

1996 ◽  
Vol 27 (5) ◽  
pp. 516-520
Keyword(s):  
Advisory Committee ◽  
Teacher Development ◽  
Teacher Educators ◽  
Position Statement ◽  
Theory And Practice ◽  
Committee Report ◽  
Materials Development ◽  
Teaching Community ◽  
New Type ◽  
The Relationship

The 1994 and 1995 JRME articles authored by the Research Advisory Committee had as their central theme the relationship between theory and practice. In the 1994 article, the RAC described a new type of research session called “Reflecting on Practice” that was introduced at NCTM meetings to facilitate connections between research and practice, and between researchers, teachers, and teacher educators. In the 1995 article, the RAC presented a draft of NCTM's revised position statement on research in mathematics education. The RAC clarified that its primary goal when developing the statement was “to better reflect NCTM's efforts to have the teaching community both partake of, and parricipatc in, scholarly inquiry” (RAC, 1995, p. 301). The RAC extends the focus on the relationship between theory and practice in this year's article by considering two further issues. The first concerns the types of justifications given for new approaches to materials development and teacher development, and the second concerns the relation of both materials development and teacher development to research.

scholarly journals A constituição da formação de professores em processos de iniciação à docência

2021 ◽  
Vol 2 (1) ◽  
pp. 2-23
Author(s):  
Alan Gonçalves Lacerda
Keyword(s):  
Teaching Practice ◽  
Beginning Teacher ◽  
Theory And Practice ◽  
Pedagogical Training ◽  
Use Of Technology ◽  
Educational Environments ◽  
Collaborative Activities ◽  
The Relationship ◽  
New Student ◽  
Educational Formation

Este artigo tem como objetivo analisar o contexto de formação de jovens futuros professores de matemática em processo de iniciação à docência, no que tange os sentidos atribuídos à experiência com o uso da tecnologia por um aluno bolsista, que se dá na relação entre teoria e prática, contextualizadas no âmbito do Programa Institucional de Iniciação à Docência (PIBID). Para o desenvolvimento desse estudo problematizamos: Quais os desafios à inicialização da prática docente em matemática, focado na comunicação matemática? Dentre outros resultados, destacamos que o professor iniciante se constitui numa relação conflituosa entre a formação especifica e pedagógica. Pontuamos ainda, a formação inicial a exigência e a necessidade de um novo perfil de aluno-professor, que nos leva a pensar na formação educacional com a tecnologia e as atividades colaborativas. Tais ambientes educacionais com o uso de tecnologia e prática colaborativa, exigem sem dúvida, a repensar uma nova postura e ações ao enfrentamento da inicialização à docência.   This article aims to analyze the context of training of young future teachers of mathematics in the process of initiation to teaching, regarding the meanings attributed to the experience with the use of technology by a student stock market, which occurs in the relationship between theory and practice, contextualized in the scope of the Institutional Program of Initiation to Teaching. For the development of this study, we discuss: What are the challenges to the initiation of teaching practice in mathematics, focused on mathematical communication? Among other results, we emphasize that the beginning teacher is a conflicting relationship between specific and pedagogical training. We also point out the initial formation of the requirement and the need for a new student-teacher profile, which leads us to think about educational formation with technology and collaborative activities. Such educational environments with the use of technology and collaborative practice, undoubtedly require rethinking a new attitude and actions to confront initialization to teaching.

scholarly journals EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia

2021 ◽  
Vol 11 (2) ◽  
pp. 422-441
Author(s):  
Muhammad Yunus ◽  
M. Faruq Ubaidillah
Keyword(s):  
Teacher Educators ◽  
Teaching Practice ◽  
Phenomenological Study ◽  
Private University ◽  
Thinking Skills ◽  
Critical Reading ◽  
Conceptions Of Teaching ◽  
Efl Teacher ◽  
Reading Teaching ◽  
Depth Interviews

While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

scholarly journals OS COORDENADORES DE ÁREA DO PIBID: PERCEPÇÕES SOBRE O SER PROFESSOR FORMADOR

2020 ◽  
Vol 17 (1) ◽  
pp. 188-202
Author(s):  
Celia Maria Fernandes Nunes ◽  
Fernanda Karine Moura Silva Sales
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Basic Education ◽  
Theory And Practice ◽  
The Public ◽  
Pedagogical Tact ◽  
Educational Processes ◽  
Scholarship Program ◽  
The Relationship

Teacher training is a theme that permeates the field of studies in the field of education, as well as educational policies. Among the policies, we highlight the Institutional Teaching Initiation Scholarship Program (PIBID), which consists of an inductive action in the training of teachers aiming to value and improve teacher training. The programis developed in partnership with Universities and Basic Education Schools and involves graduates, supervisors (basic education teachers), area coordinators and teachers who work in institutional coordination and in the management of educational processes (higher education teachers). This article is part of a qualitative research that sought to investigate the relationship between training and teaching practice in theperception of the area coordinators of PIBID / Federal University of Ouro Preto (UFOP). In this article, we will present the analysis of the data collected, through questionnaires and interviews, referring to the category: “What it is to be a teacher and teacher trainer”. Among the perceptions, it was possible to identify that the PIBID / UFOP area coordinators are in permanent training and the PIBID was a possibility of approaching the public school of basic education. The study allowed us to conclude that there is a formative reciprocity among the participants, which as they form. The area coordinators reinforced the conception of knowledge and pedagogical tact in line with the inseparation of theory and practice, the work of the trainer based on dialogue, commitment to public education, teacher training, teaching and learning and the constant reassessment of its own practice.

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

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