The Critical Language Reflection Tool

Critical reflection is an integral part of the teaching and learning process that requires educators to reflect on their assumptions and practices to promote equity in their classrooms. While critical reflection practices and frameworks have been proposed in teacher education, a TESOL-specific tool that engages with the unique complexities of world Englishes has not been developed. The current chapter, thus, engages in critical praxis by providing an evidence-based, step-by-step reflection tool for TESOL educators to enact inquiry. The reflection tool is called the critical language reflection tool, which offers open-ended questions surrounding assumption analysis, contextual awareness, and reflection-based action. Moreover, it applies a critical lens to the TESOL international teaching standards to help TESOL educators and teacher educators foster critical consciousness in TESOL classroom contexts.

The Importance of Evaluative Thinking and the Excess of Scientific Effectiveness - Inspirations from Henryk Elzenberg’s Thought

The dynamics of changes in science inevitably, but also increasingly urgently begins to include ethical reflection. These issues include such problems as: the gap between the prestige of scientific and didactic activity, building scientific achievements solely through the prism of their carrying capacity, or the lack of influence of science on social and cultural life. The dominant role in shaping teaching standards is played by such phenomena as parameterization, indexing, coefficients or accreditation, while the normative space of scientific activity is no longer subject to such obvious standardization. The educational and cultural role of the people of science devalues towards entrepreneurship and effectiveness. Based on Henryk Elzenberg’s views on the excess of the importance of science to the detriment of evaluative thinking, it can be noted that contemporary academic expertise does not seem to pursue any axiological connotations, which in the long run is a highly disturbing advantage for culture.

Problems of Spanish [z], [s], [c] Sounds Pronunciation in Teaching Standards of the Spanish Language as a Foreign

The present article considers linguistic norms and pronunciation standard of the Spanish language. It is shown that from the theoretical point of view the normative standards of dialectic variation of the Spanish language are considered. The problem of geographically diversified pronunciation standard of the Spanish consonant sounds is established. It is being noted that the unified standard language norm for all Spanish- speaking countries to be used in terms of teaching standards of the Spanish language as a foreign. The conclusion is made that knowledge of functioning particularities of the language system at cultural and social level is highly needed. In addition to that dialectic and accent variations of the Spanish language are to be taken into consideration

Pre-Service Teachers’ Perceived Preparedness in Clinically Oriented and Traditional Teacher Preparation Programs

This mixed-methods study compared teacher candidates’ (TCs) perceived preparedness in a clinically oriented teacher education model, Clinical Experiences and Practices in Teaching (CEPT), to a traditional model. Eighteen TCs participating in the CEPT model and 22 non-CEPT TCs were surveyed and interviewed after 1 year of the program. Clinical Experiences and Practices in Teaching teacher candidates reported more frequent participation in collaboration, networking, and mentoring than the non-CEPT teacher candidates. No group difference in TCs’ perceived preparedness to meet teaching standards was found. Interview data revealed that CEPT TCs experienced “reality shock” initially and developed greater teaching confidence and self-efficacy over two semesters.

The degree of practice of mathematics teachers in the basic stage in Jordan for effective teaching in light of the standards of the National Council of Mathematics Teachers (NCTM) from the point of view of educational supervisors: درجة ممارسة معلمي الرياضيات في المرحلة الأساسية في الأردن للتدريس الفعال في ضوء معايير المجلس القومي الأمريكي لمعلمي الرياضيات (NCTM) من وجهة نظر المشرفين التربويين

The current study aimed to reveal the degree of practice of mathematics teachers in the basic stage in Jordan for effective teaching in light of the standards of the National Council of Mathematics Teachers (NCTM) from the point of view of the educational supervisors. Mathematics subject in the Hashemite Kingdom of Jordan, whose number is (171) supervisors and supervisors, distributed between the directorates of education and the ministry center. A questionnaire was applied to them consisting of (7) standards and (48) indicators, which were derived from the National Council of Mathematics Teachers (NCTM) standards document. Where the indicators of its validity and reliability were verified, the study found that the degree of practice of mathematics teachers in the basic stage in Jordan for effective teaching standards in light of the standards of the National Council of Teachers and the viewpoint of the educational supervisors came at the macro level with a medium degree, with an arithmetic mean (3.09). "In the first place, with an arithmetic mean of (3.70), and with a high degree, while the field (planning mathematics lessons in an unconventional way) came in last place, with an arithmetic mean of (2.20), and with a weak degree, the results did not show differences in the degree of practice attributable to heterosexual sex and experience, while there were differences attributed to the scientific qualification variable and in favor of those with postgraduate academic qualification. The study recommended the necessity of holding training programs for the standards of the National Council of Mathematics Teachers (NCTM) to develop the performance of mathematics teachers, and to include these standards in the teaching courses of the Faculties of Education in Jordanian universities during the teacher preparation period.

Using Wolfram Alpha with Elementary Teacher Candidates: From More Than One Correct Answer to More Than One Correct Solution

The paper is a reflection on the author’s work with students enrolled in undergraduate and graduate elementary mathematics content and methods courses. Two specific pedagogical issues make up the focus of the paper. The first issue deals with demonstrating to future teachers the diversity of mathematical ideas behind a contextual question asked by a second-grade pupil allowing for multiple solution strategies to be used in addressing the question. The second issue deals with the use of Wolfram Alpha in aiding different mathematical features of this demonstration. The paper is congruous with mathematics teaching standards used across six continents and illustrated by reflective comments of the author’s students regarding their mathematics teacher education experiences. Teaching ideas shared in the paper may be of interest to instructors who want to explore elementary mathematics in depth with teacher candidates.

Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els?

English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play a primary role in setting policy for teacher credentialing. In this paper, we address the following question: Do state education agencies effectively prepare teachers of ELs? We reviewed the teacher credentialing requirements to teach classified English learners in bilingual education, English language development, and sheltered English immersion settings, as well as the professional teaching standards for reference to culturally and linguistically diverse learners across the 50 states and the District of Columbia. We found inconsistencies across the US with regard to the education of classified English learners and document wide variation in teacher certification for working with English learners. We highlight implications for policy and teacher preparation.

Assessment of Knowledge of Radiography Students about Handling of Patient Having Contrast Reactions

Aim: Aim of the study is to assess the knowledge of radiography students about handling of patient having contrast reaction Methods: A prospective, questionnaire-based study was carried out in Department of Radiological and Imaging Techniques. A validated questionnaire was circulated among undergraduate, postgraduate and diploma Radiographic students. Result: The total participants were 169 out of which 152 participants responded to questionnaire (89.94%) include undergraduate, postgraduate and diploma students of radiological and imaging techniques. To assess the knowledge of radiography students about handling of patient having contrast reactions, which they gain during theory classes ad from hospital posting. There were 54(35.5%) were female and 98 (64.5%) males. Conclusion: Study concluded that there should be proper theory classes for the conduction of knowledge about handling of patient having contrast reactions in radiology department. Training session and teaching standards should be taken in account for not only the number of hours required to obtain the knowledge with the equipment required to run the classes in the simulation-based learning environment. This questionnaire based survey demonstrate that up-to-date handling of patient having contrast reactions skill in among radiography students of college of paramedical sciences were not sufficient, this should be improved by the well designed training and theoretical sessions. From this study, we suggest that all members of the health care community should attend the webinars, guest lectures and training sessions about knowledge of handling of patient having contrast reactions in radiology department. Keywords: Contrast media, adverse reactions, High osmolar contrast media (HOCM), Low osmolar contrast media (LOCM).