scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/ Teaching Practice MODULE

2020 ◽  
pp. 1134-1147
Author(s):  
M. Noor Davids
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Current Model ◽  
Group Discussion ◽  
Development Stage ◽  
Initial Teacher Education ◽  
Student Responses ◽  
Pedagogical Content ◽  
Teaching Practicum ◽  
Research Questions

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher Education qualification have to complete a compulsory Teaching Practice module. The successful completion of the module arguably provides evidence of students' readiness for professional practice. The assessment of the teaching practicum is often riddled with anxiety on the part of the students and conflict between students and their supervisor. Two interrelated research questions guided this study: What are students' experiences of the current teaching practicum assessment? and What were students' responses to the ICT-based assessment proposal? Data were collected from a sample of Teaching Practice students (N = 40) and a focus group discussion conducted with eight (8) students. Technological pedagogical content knowledge (TPCK) and critical connectivity theory provided the study with analytical and conceptual lenses. Findings are discussed in response to the research questions posed in preparation of the software development stage of the project.

Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/ Teaching Practice MODULE

2017 ◽  
Vol 13 (3) ◽  
pp. 15-26 ◽  
Author(s):  
M. Noor Davids
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Current Model ◽  
Group Discussion ◽  
Development Stage ◽  
Initial Teacher Education ◽  
Student Responses ◽  
Pedagogical Content ◽  
Teaching Practicum ◽  
Research Questions

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher Education qualification have to complete a compulsory Teaching Practice module. The successful completion of the module arguably provides evidence of students' readiness for professional practice. The assessment of the teaching practicum is often riddled with anxiety on the part of the students and conflict between students and their supervisor. Two interrelated research questions guided this study: What are students' experiences of the current teaching practicum assessment? and What were students' responses to the ICT-based assessment proposal? Data were collected from a sample of Teaching Practice students (N = 40) and a focus group discussion conducted with eight (8) students. Technological pedagogical content knowledge (TPCK) and critical connectivity theory provided the study with analytical and conceptual lenses. Findings are discussed in response to the research questions posed in preparation of the software development stage of the project.

scholarly journals An Evaluation of the School-Based Teaching Practice in the Training of EFL Teachers by the English Department of the Faculty of Arts in Ljubljana

2008 ◽  
Vol 5 (1-2) ◽  
pp. 185-198
Author(s):  
Janez Skela ◽  
Urška Sešek ◽  
Mihaela Zavašnik
Keyword(s):  
Teaching Practice ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Professional Identification ◽  
School Based ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Practice Teaching ◽  
Ongoing Evaluation

In the introduction, the article outlines the context of the practical EFL teacher training at the Faculty of Arts in Ljubljana and provides the general rationale for this component of teacher education programs. The article then focuses on the results of an ongoing evaluation of the school-based teaching practice program for future EFL teachers (which included over 500 participants) from its inception to the present. The instruments used in the evaluation were questionnaires filled in by all the participating students and their mentors, and essay reports written by the students after each of the two obligatory practice weeks. The quantitative and qualitative data complement each other and confirm that school-based teaching practice is of key importance for shaping future language teachers. The large majority of students and mentors judge their practice teaching experience as positive. An active encounter with their future professional reality is also a major milestone in the students’ process of professional identification. The study also points out some aspects of the school-based teaching practice which should be further developed. Unfortunately, as can be seen from the conclusion, the current promises / the reality of the Bologna reform do not provide much cause for optimism.

scholarly journals English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities

2021 ◽  
Vol 1 (1) ◽  
pp. 25-35
Author(s):  
Trinh Quoc ◽  
Le Thanh
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Pedagogical Knowledge ◽  
Teacher Competence ◽  
Willingness To Participate ◽  
Structured Interviews ◽  
Efl Teachers

<p style="text-align: justify;">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>

scholarly journals PEDAGOGICAL COMPETENCE DEVELOPMENT OF UNIVERSITY TEACHERS WITH NON-EDUCATION BACKGROUND: THE CASE OF A LARGE UNIVERSITY OF EDUCATION IN INDONESIA

2019 ◽  
Vol 11 (2) ◽  
pp. 172
Author(s):  
Nita Novianti ◽  
Iyen Nurlaelawati
Keyword(s):  
Focus Group ◽  
Content Knowledge ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Competence Development ◽  
Knowledge Development ◽  
Pedagogical Content ◽  
University Teachers ◽  
Pedagogical Development ◽  
Pedagogical Competence

Pedagogical competence of university teachers or lecturers has lately gained much attention from researchers; however, no research has specifically examined the pedagogical competence of lecturers with non-education background. Herein, drawing upon Olsson et al. (2010) pedagogical competence development and under the Indonesian legislation of lecturer pedagogical competence, we investigated the efforts made by lecturers with no education background in a large Indonesian university of education to develop their pedagogical competence. As many as 40 lecturers took part in our preliminary survey of lecturer pedagogical development, and 20 of them joined our interviews and focus group discussion. Based on the results of the survey and focus group discussion, we gain a description of the efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. Recommendations are drawn based on the results of the research to create a model of pedagogical content knowledge development that is suitable for the lecturers and other non-education lecturers.

scholarly journals The role of the mentor in professional knowledge development across four professions

2018 ◽  
Vol 7 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Gillian Peiser ◽  
John Ambrose ◽  
Beverley Burke ◽  
Jackie Davenport
Keyword(s):  
Structural Changes ◽  
Practical Knowledge ◽  
Professional Knowledge ◽  
Theory And Practice ◽  
Knowledge Development ◽  
Structural Factors ◽  
Contextual Knowledge ◽  
Content Type ◽  
Performance Targets ◽  
Professional Perspective

Purpose Against a British policy backdrop, which places an ever- increasing emphasis on workplace learning in pre-service professional programmes, the purpose of this paper is to investigate the contribution of the mentor to professional knowledge development in nursing, paramedicine, social work and teaching. Design/methodology/approach Taking the form of a literature review, it explores the influence of policy, professional and theoretical conceptualisations of the mentor role, and structural factors influencing the mentor’s contribution to professional knowledge. Findings Where there are clearly delineated policy obligations for the mentor to “teach”, mentors are more likely to make connections between theoretical and practical knowledge. When this responsibility is absent or informal, they are inclined to attend to the development of contextual knowledge with a consequent disconnect between theory and practice. In all four professions, mentors face significant challenges, especially with regard to the conflict between supporting and assessor roles, and the need to attend to heavy contractual workloads, performance targets and mentoring roles in tandem. Practical implications The authors argue first for the need for more attention to the pedagogy of mentoring, and second for structural changes to workload allocations, career progression and mentoring education. In order to develop more coherent and interconnected professional knowledge between different domains, and the reconciliation of different perspectives, it would be useful to underpin mentoring pedagogy with Bhabba’s notion of “third space”. Originality/value The paper makes a contribution to the field since it considers new obligations incumbent on mentors to assist mentees in reconciling theoretical and practical knowledge by the consequence of policy and also takes a multi-professional perspective.

scholarly journals Knowledge, authority, and positionality in Asian immigrant female faculty teaching diversity classes

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jung-ah Choi ◽  
Jae Hoon Lim
Keyword(s):  
Multicultural Education ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Faculty Of Color ◽  
The Body ◽  
Power Dynamics ◽  
Safe Environment ◽  
Faculty Teaching ◽  
The One ◽  
Body Knowledge

AbstractThis paper is a self-reflective narrative of our teaching experience as two immigrant Asian female professors who teach Multicultural Education. Employing collaborative autoethnography (CAE), the study addresses the issues of authority, positionality, and legitimacy of knowledge claims in critical feminist pedagogy. Two research questions guided our inquiry: 1. How does a teacher’s racial positionality play out in exercising professional knowledge, and conversely, 2. How does seemingly neutral professional knowledge become racialized in the discussions of race? Major findings demonstrate the double-edged contradictions in the body/knowledge nexus manifested in our everyday teaching contexts. On the one hand, the bodily dimension of teacher knowledge is de-racialized because of institutional norms and cultures. On the other hand, there are times professional knowledge becomes racialized through the teacher’s body. Understanding the body/knowledge nexus that invites precarious power dynamics in racial discussions and even blatantly dismisses our professional knowledge, we, as an immigrant faculty of color, find it impossible to create a safe environment for participatory, critical discourse. Acknowledging our triple marginality, we put forth the concept of “pedagogy of fear” (Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race, Ethnicity and Education, 13(2), 139–157) which squarely disrupts the idea of a safe environment in race dialog and urges teachers to confront their own/their students’ fear and create a space of teaching vulnerably.

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