Intercultural exchanges among pre-service teachers in Israel and Sweden as a path of introduction into the epistemology and practice of teaching

This paper presents the outcomes of a short intercultural exchange project involving pre-service English as a Foreign Language (EFL) teacher training establishments in Sweden and Israel. The project comprised three online meetings recorded in Zoom in which student teachers gave feedback on each other’s project assignments involving lesson planning and the use of spoken English in the classroom. The sessions were moderated by a highly experienced teacher trainer with contributions from other teacher trainers in the institutions involved. With restrictions imposed on physical meetings and student mobility by the Covid-19 pandemic, the exchange helped to shed light on a number of perennial issues in English language teaching methodology and offers a feasible model for future sustainable virtual exchanges in EFL teacher training.

Cognition in Teaching Grammar and Actual Practices of Experienced and Less-Experienced Filipino ESL Teachers

Though studies in the Western and Asian settings have already provided ample evidence in the symbolic relationship between teacher cognition and classroom teaching, such relationship has remained unexplored in the Philippine setting. Hence, this study aims to describe the beliefs in the teaching of English grammar of experienced and less experienced Filipino ESL teachers in a senior high school. It also compared their beliefs and actual classroom teaching to establish if there is match between what they think and practice. Reasons for divergence from their beliefs were also explored. Results revealed that teachers’ personal theories become the basis for their personal knowledge, thus have strong influence on their planning, instructional decisions and classroom practices. While both teachers share similarities on their cognition and practice on grammar teaching, minimal differences were documented. Experienced teacher has a greater tendency to translate stated beliefs to actual practice. Contextual factors such as time, curriculum, efforts to improve one’s practice and the learners themselves were the cited reasons for teachers’ divergence.

Challenges and Resilience-Building: A Narrative Inquiry Study on a Mid-Career Chinese EFL Teacher

With a high rate of attrition and burnout of teachers as a global concern, teacher resilience has become a trendy topic in the research of their professional development as one of the pillars of positive psychology (positive character traits). However, the literature reveals that little research has been done on the mid-career teachers in the Chinese context, especially on how resilience may be nurtured, sustained, or eroded over time. Focusing on a mid-career EFL female teacher (the author) in China as a case study, this longitudinal self-reflective study employs a narrative inquiry to investigate the challenges that the experienced teacher was encountered with and to depict her trajectories of resilience-building by fleshing out the interaction between challenges, resources, and coping strategies in her three different scenarios. “Hard data,” such as teaching journals, reflective field notes, and messages with students were collected and analyzed inductively by using thematic analysis, and “soft data,” like memory was also referred to. The findings unfolded challenges confronting the experienced teacher peculiar to the Chinese context and charted a detailed bumpy journey of resilience building in three phases, accompanied by her growing emotional, intellectual, and psychological capacities. Implications are drawn out for teacher resilience building, school leaders, and policymakers.

Design and Implementation of A Collaborative Educational Gamification Authoring System

Gamification has been widely applied on modern education. Most of them are applied to stimulate learning motivation and improve learning efficiency for stu-dents. A successful game-based learning content development depends on both an adaptive educational activity planning and a high-quality game design. In edu-cational activity planning, the 5E learning cycle model presents a framework for constructive learning theories and is effectively used in education sciences. Thus, in this study, a proposed collaborative educational gamification authoring system, CeGAS, is recommended to teachers to realize their game-based learning/teaching planning activities based on the 5E learning cycle strategy. Using the CeGAS, rich experienced teachers could easily plan and conduct their educational activities without considering the complexity and difficulty of game implementation. As each experienced teacher follows the steps of the 5E learning cycle in the pro-posed script editing system, including engagement, exploration, explanation, elaboration, and evaluation, an available and exclusive game-based learning con-tent with the 5E learning strategy will be developed. We are looking forward to achieving the goals of educational gamification with the educational game author-ing system.

A Gender-Focused Prism on the Long-Term Impact of Teachers’ Emotional Mistreatment on Resilience: Do Men and Women Differ in Their Quest for Social-Emotional Resources in a Masculine Society?

As a personal resource, resilience enables individuals to cope with stressful life events and to adapt to diverse situations. In the framework of Conservation of Resource (COR) theory, the current study investigates whether personal and social resources, namely emotional intelligence (EI) and gender, can contribute to resilience for individuals who experienced teacher mistreatment as adolescents. Our findings show that men and women differ in their baselines concerning mistreatment and emotional intelligence. Individual resources in the form of EI and social resources, and particularly gender, affect resilience. Moreover, gender and the Use of Emotion (UOE) facet of EI interact in their contribution to resilience. These findings provide better insights into the interrelationships between the diverse resources affected by past teacher mistreatment. An enhanced understanding can help us mitigate teacher mistreatment and promote more socially sustainable communities that are just and equitable, and support the emotional and social growth and resilience of its members

REFLECTIVE PRACTICES OF TEACHER EDUCATORS IN PUNJAB: A NARRATIVE PERSPECTIVE

Purpose of the study: Reflective practices are considered very important and influential for teacher training and professional development. This study was conducted by using a narrative perspective. The main aim of this study was to explore the role of reflective practices in building teacher educators’ professional lives. Their stories were explored to understand what is needed to become an effective teacher educator. Methodology: The current research involved six teacher educators from GCETs selected purposively as research participants. Semi-structured interviews were used as data collection instruments. Teacher educators who have a minimum of ten years of experience were interviewed. After gathering stories, the researchers build categories and themes from interview data. The narratives of teacher educators were reconstructed through analysis and discussion. Main Findings: The findings of the current research reveal that reflective practices can play a very effective role in the professional grooming of teacher educators. The effective use of reflective practice tools is significant in building these practices. It is implicated by the study findings that novice teacher educators and future teacher educators can learn from the experiences of experienced teacher educators. Novelty: This research will help the administration to know about problems that teacher educators face while using reflective practices. Future researchers can be helped to explore the ways that how the reflective practices-related challenges and problems can tackle. Moreover, how the reflective practices of school teachers and college teachers can be made more effective.

WRITTEN CORRECTIVE FEEDBACK IN ACADEMIC WRITING CLASS: HOW DOES EXPERIENCED TEACHER LEAD THE EFFECTIVE PRACTICE?

<p class="StyleAuthorBold"><strong>Abstract</strong></p><p>The research aimed to investigate an Indonesian academic writing teacher’s practice on written corrective feedback (WCF) in academic writing class. A case study involving an experienced Indonesian academic writing teacher and teacher students were employed. To gather data, a semi-structured interview was conducted. The data were then analyzed using the content analysis method. The findings indicated that the teacher’s practice on WCF was mediated by her language learning experience. Thus, the teacher provided WCF on her students’ writing drafts by considering the students’ personalities and their level of writing ability. In correcting student writing errors, the teacher used several types of WCF; direct and indirect correction; metalinguistic clues to the errors; and the reformulation of the wrong words. The relevant pedagogical implications for teachers in conceptualizing WCF and in learning and practicing it on their daily instruction based on their knowledge, experience, and reflection-on-practice.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk mendeskripsikan praktik dosen Indonesia dalam penulisan akademik tentang umpan balik korektif tertulis (WCF) di kelas penulisan akademik. Penelitian termasuk studi kasus yang melibatkan seorang dosen Indonesia dalam menulis akademik yang berpengalaman dan mahasiswa. Untuk mengumpulkan data, dilakukan wawancara semi-terstruktur. Data tersebut kemudian dianalisis dengan menggunakan metode analisis isi. Temuan menunjukkan bahwa praktik dosen pada WCF dimediasi oleh pengalaman belajar bahasanya. Dosen memberikan WCF pada draf tulisan mahasiswanya dengan mempertimbangkan kepribadian mahasiswa dan tingkat kemampuan menulisnya. Dalam mengoreksi kesalahan menulis mahasiswa, dosen menggunakan beberapa jenis WCF; koreksi langsung dan tidak langsung; petunjuk kesalahan metalinguistik; dan perumusan ulang kata yang salah. Implikasi pedagogis yang relevan bagi dosen dalam membuat konsep WCF dan dalam mempelajari serta mempraktikkannya pada instruksi harian berdasarkan pada pengetahuan, pengalaman, dan refleksi pada praktik yang dilaksanakan.</em></p>

Perspektif Guru Terhadap Pembelajaran Pelajar Remaja

Kajian ini bertujuan untuk meneroka perspektif guru berkaitan dengan pembelajaran pelajar remaja. Kajian ini menggunakan kaedah temubual yang melibatkan seorang guru yang berpengalaman. Instrumen kajian terdiri daripada protokol temubual dan komputer riba. Hasil kajian mendapati bahawa faktor pelajar, faktor guru, dan faktor persekitaran bilik darjah mempengaruhi pembelajaran pelajar remaja. Di samping itu, hasil kajian turut mendapati sekolah yang menyediakan kemudahan dan prasarana yang kondusif serta memberi pengiktirafan dan penghargaan kepada pelajar dan guru mampu meningkatkan pembelajaran pelajar remaja. Dari segi ciri-ciri pelajar remaja yang cemerlang, dapatan kajian menunjukkan bahawa pelajar remaja yang cemerlang memiliki kemahiran etika dan kerohanian, serta sahsiah yang positif. Selain itu, dapatan kajian juga menunjukkan bahawa guru mengakui keberkesanan penggunaan teknologi dan pembelajaran abad ke-21 dalam meningkatkan pembelajaran pelajar remaja. Hasil kajian turut mendapati bahawa guru perlu berkolaborasi dengan pelajar dan menjadi contoh kepada pelajar bagi mewujudkan persekitaran pembelajaran yang kondusif bagi pelajar remaja. Implikasi terhadap aspek pembelajaran pelajar remaja dibincangkan berdasarkan dapatan yang diperoleh dalam kajian ini. Teachers' Perspectives on Teenage Student Learning This study aims to explore teachers' perspectives related to adolescent student learning. This study uses an interview method involving an experienced teacher. The study instruments consisted of interview protocols and laptops. The results of the study found that student factors, teacher factors, and classroom environment factors influence the learning of adolescent students. In addition, the results of the study also found that schools that provide conducive facilities and infrastructure as well as give recognition and appreciation to students and teachers are able to improve the learning of adolescent students. In terms of the characteristics of excellent teenage students, the findings show that excellent teenage students have ethical and spiritual skills, as well as a positive personality. In addition, the findings of the study also show that teachers recognize the effectiveness of the use of technology and 21st century learning in improving the learning of adolescent students. The results also found that teachers need to collaborate with students and be an example to students to create a conducive learning environment for adolescent students. Implications on the learning aspects of adolescent students are discussed based on the findings obtained in this study

Development of Professional Identity and Related Metacognitive Thinking Procedures of English Language Teachers Through Spontaneous Collaboration for Pedagogical Problem-Solving

This research explores potential benefits of the spontaneous collaboration of a small group of teachers regarding their professional identity (PI) and related metacognitive thinking procedures. The researcher conceptualizes the co-operation of PI and metacognition via interactive pedagogical problem-solving and presents spontaneous collaboration processes of a beginning teacher (BT) and an experienced teacher (ET) of English. Based on the qualitative approach, it was revealed that the BT often referred to the ET’s meanings constituting her PI, but through pedagogic experimentations and dialogic meaning negotiations, BT gradually improved her meanings/PI and related metacognitive thinking procedures as identified BT becoming more self-critical and pursuing professionalism. The ET reshaped her meanings/PI through constant monitoring and regulations, stimulated by the BT, and elaborated these and metacognitive thinking procedures by focusing on what to improve. Implications of the findings are discussed in relation to professional development.

THE PHENOMENON OF CREATIVE EXISTENCE OF THE INDIVIDUAL: LUBOV MANDZIUK

The article proves that in the academic folk-instrumental art of Ukraine the personality of Lubov Mandziuk is significant. This is evidenced by her active concert and performance activities, a high level of teaching skills in the training of future bandura specialists, the identity of scholarly intelligence, organizational talents and the promotion of bandura performance in the world. It is understood that in the modern conditions of development of Ukrainian culture in general and musical art in particular, the versatility of Lubov Mandziuk’s personality is revealed in various manifestations. And it’s not just talents, skills, abilities, beliefs, value orientations, a kind of architectonics of musical thinking, a culture of feelings, diligence, will etc. It is emphasized that, first of all, the existence of Lubov Mandziuk’s personality in creativity is determined by the fact that she is self-fulfilling, because the existential release of creative energy and its direction to the development of the essence of spiritual potential depends on the level of actualization of personal self-realization. Not everyone succeeds, because it requires a lot of effort. A special reason for the author’s thoughts is the comprehension of the intentional space of the creative life of Lubov Mandziuk, which is manifested not only through the demonstration of her own virtuoso performance and artistic abilities, teaching creativity and wisdom, scientific originality, etc., but also through entelechical (movement that embodies the goal in itself) orientation on universal values in life. It is postulated that the personal attitude to one’s existence in the work of Lubov Mandziuk is perceived as the realization of a vocation that has an imperative and evaluative character, is formed on stable moral, psychological and social values, and hence the ability to deal with their own shortcomings, not hide them, uphold beliefs, constantly educate themselves and teach others. The purpose and task of the article is to identify and comprehend the features of the phenomenon of being in the work of personality Lubov Mandziuk. Analyze aspects of her creative self-realization as the realization of spiritual potential. The methodology is based on a set of research approaches to the study of the proposed issues. The basis is a comprehensive approach that combines the principles of systematic, determinism, functional-structural and activity-value methods of analysis. Conclusions The multifaceted figure of Lubov Mandziuk – a musicianvirtuoso, an experienced teacher, researcher certainly deserves special attention of scholars. After all, her creative existence is a transcended movement from a certain self-overcoming, constant self-development to self-realization as the achievement of the fullness of personal life. It (being) is interesting for the multilevel stereoscopicity of the life and professional position of the individual, which involves the mobilization of spiritual potential, all intellectual, psychological, physical resources, which ultimately form the life credo of Lubov Mandziuk. Of course, this is the achievement of a person who perceives his existence as a unique phenomenon and makes significant efforts to master the complex art of “being” in art. Thus, such individuals with a high level of professionalism, an impressive range of worldviews and original strategies for solving professional problems can help overcome the spiritual crisis of modern society, which requires the formation and upholding of spiritual values aimed at national cultural and historical creation.