A Multiple Case Study of Music Cooperating Teacher Roles in Mentoring Dialogues

While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded extended dialogues between four student teacher-cooperating teacher pairs, along with individual interviews. Data were analyzed using the mentor roles in dialogues model. The mentoring role assumed during dialogues reflected the student teaching context, perceptions about appropriate roles, cooperating teacher and student teacher personalities, and their relationship. Mentoring dialogues were especially influenced by unique features of the music ensemble class.

Becoming Child and Sustainability—The Kindergarten Teacher as Agency Mobiliser for Sustainability through Keeping the Concept of the Child in Play

In this article, we seek to theorize the role of the kindergarten teacher as an agency mobiliser for sustainability through keeping the concept of the child in play, ultimately envisioning the child as a knowledgeable and connectable collective. This implies a non-dialectical politics of multiplicity ready to support and join a creative pluralism of educational organization and teacher roles for sustainability. Comprising friction zones between actual and virtual multiplicities that replace discursive productions of educational policies with enfoldedness, relations between bodies and becomings. This changes the power, position and function of language in and for agency and change. Not through making the child a constructivist change-agent through language but through opening up the possibilities for teachers to explore relations between language and matter, nature and culture and what might be produced collectively and individually. We go via the concepts of agencement expanding on the concept of agency, and conceptual personae directing the becoming of the kindergarten teacher. Both concepts informed by the transformational pragmatics of Gilles Deleuze (1925–1995) and Félix Guattari (1930–1992). The overarching contribution of this article is therefore political and pragmatic and concerns the constitution of subjectivity and transformative citizenships for sustainability in inter- and intra-generational perspectives.

TEACHER ROLES IN CLASSROOM MANAGEMENT

This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study

E-Readiness Competencies of MSU-Naawan Professors and Students' Perceptions on Online Classes amidst COVID-19

The purpose of this study was to identify the professors' e-readiness competencies in implementing online classes in terms of course design, course communication, time management, and technical competence. Also, it aimed to determine the students' perception towards the online class in terms of instructional design and delivery on students, teacher roles on students, and class organization and format. Pure descriptive analysis was used in analyzing the data, such as mean and percentage distribution. Both adapted and adopted survey questionnaires were used to address this research's problem, and these were distributed to the respondents either via online and phone call. Results showed that the senior high school department professors were good enough to use online platforms with an overall mean of 1.76, which implies that most of them are technically sound. Students have agreed that their professors are satisfied with instructional design and delivery, teacher roles, and class organization and format. The overall mean of 3.60 of students' perception towards online class implies that students have perceived their teacher's teaching way amidst pandemics is still promoting students' desire to learn, which engaged them to become more interactive in various activities. Because there are observable few numbers that can be seen in the results indicating that the teachers are not proficient enough in digital literacy, it is highly recommended to get the respondents' demographic profile in terms of age and training attended about computer literacy. It is also recommended that the professors' e-readiness be correlated to students' perception of the online class.

Professional Development Through Reflective Practice: A Framework for TESOL Teachers

This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers’ philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that connections between their reflections on the hidden aspects of teaching (philosophy, principles, and theory) for both teachers remained consistent with what was observed in their practices, and the connections that emerged between their reflections were grouped into two main categories: the acknowledgement of teacher roles, and the importance of their students’ success.

The role(s) of the business English teacher: a practical approach

Starting from Jeremy Harmer’s (1994) general list and Evan Frendo’s (2012) Business English-focused perspective on teacher roles, this paper aims to discuss in more detail the different dimensions of the teaching process I have identified during my seminars at the Faculty of Economics and Business Administration and provide practical examples of the teacher’s role(s) in the classroom based on the fundamental process of needs analysis. It will show that teaching ESP is indeed more of a collaborative process between the students and the teacher and, consequently, the latter’s role must shift according to the former’s learning needs.