Academic literature on the topic 'English teacher. eng'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English teacher. eng.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "English teacher. eng"
1
Guo, Kai, *Jing Chen, Jun Lei, and Tan Jin. "Teacher Engagement With Technology-Enhanced Text Adaptation for Reading Assessment." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 4 (2021): 100–112. http://dx.doi.org/10.4018/ijcallt.2021100107.
Full textAbstract:
In the assessment of English as a foreign language (EFL) reading proficiency, text adaptation is an important and challenging task for teachers. Although an increasing number of technology tools are available to facilitate text adaptation, research exploring how teachers engage with technology-enhanced text adaptation (TETA) is scarce. Drawing on a three-dimension framework consisting of behavioral, cognitive, and affective criteria of engagement, this case study investigated four Chinese EFL teachers' engagement with TETA facilitated by Eng-Editor, an online text complexity evaluation tool, in preparing reading assessment materials. Data from multiple sources were collected in the study. Firstly, the teachers' original and adapted texts were analyzed to reveal their behavioral engagement. Secondly, individual interviews were conducted with each teacher to unveil their cognitive and affective engagement. Results show diverse characteristics of teacher engagement with TETA along the three-dimension framework; moreover, various factors that influenced their engagement are also revealed. The paper concludes by providing suggestions for designing training programs to support teachers' employment of TETA.
2
Thao, Nguyen Thi Thu, and Nguyen Duy Anh. "Error Correction in Teaching Writing Skill:." Journal of Development Research 1, no. 1 (2017): 24. http://dx.doi.org/10.28926/jdr.v1i1.13.
Full textAbstract:
In English learning, writing skill is considered, by many people, the most difficult skill to be mas-tered. In fact, errors and mistakes in writing are unavoidable and a large amount of them has been de-tected with a variety of types. Previous researchers have also proved the significance of error analysis and correction in enhancing the writing skills of English learners, but the beliefs and applications of teachers in error correction methods still differ. Thus, the aim of this paper is to investigate these two factors in the teaching and learning environment of a university in Vietnam. The study is conducted in two phases: teacher interview and class observation in practice, with the participation of two Eng-lish teachers who are in charge of teaching writing skill to two classes of 21 and 28 students. The rec-orded results give emphasis to the need of error correction in writing classes, some commonly effec-tive activities utilized; furthermore, there is a remarkable outcome that teachers seldom have academ-ic basis on error correction but mainly depend on their own experience in teaching practice, and their approaching methods to correcting mistakes on students paper can be both direct and indirect. In ad-dition, some ideal activities for error correction, namely peer feedback, on-going writing quizzes, and error codes, are presented
3
Talukdar, Susmita. "Contextualizing Toni Morrison in Nepalese Classroom of Diversity: A Pedagogic Approach for Students of M.A. in English." English Language and Literature Studies 9, no. 2 (2019): 1. http://dx.doi.org/10.5539/ells.v9n2p1.
Full textAbstract:
This article is based on my experience of teaching Nepalese students, who are from different socio-cultural backgrounds. The study proposes a pedagogy through participatory and interactive reading strategy (PAIRS) for Tribhuvan University’s 4th Semester Graduate class of English Literature on the course of ‘Single Author’ (ENG 582), by making them engaged in dialogues, both in oral and written form, in which they will share and exchange their ideas on literary texts of Toni Morrison by investigating on some specific implications of the author’s vision on the issues of differences, prevalent in America. The proposed pedagogy is intended for raising students’ critical consciousness of the contemporary world’s most pertinent issues of identity of minorities, which Nepalese students face in their day to day living experiences. Thus, it is hoped that an individual and collective engagement would be developed in students for dealing with what is both historical and immediate, and global and local. By practicing PAIRS, students would develop self reflection on their biases that would make them critical of their culturally imbedded ideas and that would gradually make them empathetic to differences. The proposed pedagogy is not for demonstrating a teacher’s knowledge on the author’s works by critical and theoretical tools, but contextualizing the author in Nepalese socio-cultural conditions through the platform of a classroom of diverse thoughts for the students’ better understanding of the world, enriched with ‘differences’. The study further contributes to new pedagogy of English Studies for Non-western students by widening the field of comparative cultural studies, and thus enhancing the scope of comparative literature.
4
Alford, Jennifer, and Alice Windeyer. "Responding to national curriculum goals for English language learners." Journal of Immersion and Content-Based Language Education 2, no. 1 (2014): 74–95. http://dx.doi.org/10.1075/jicb.2.1.04alf.
Full textAbstract:
The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.
5
Puspitasari, Dewi. "The Use of Digital Storytelling (DST) to Help Students in Learning Multimodal Writing." LEKSIKA 12, no. 2 (2019): 66. http://dx.doi.org/10.30595/lks.v12i2.3803.
Full textAbstract:
This article explores the use of DST and the explicit teaching in one of universities in Indonesia on how stu-dents use it to help the learning process. Using a digital story to teach English and Based on multimodal theory, the term of DST has been increasingly used by scholars to illustrate various forms of support of learn-ing to help students learn successfully in a classroom. Despite being widely used in educational context of many countries, DST has received scanty attention from teacher especially in ESP classes. This article specif-ically describes our experience of using DST as a learning aid with students of 18 to 19 years old. In this project they individually created collected the photographs based on their interest related to the specified theme as multimodal text. In the process they utilized two linguistic resources (Bahasa Indonesia and Eng-lish) to help them in understanding the process of creation. Several supports from machine translation and machine pronunciation software were employed during the creation of DST project. The result shows that DST helps students in composing narrative writing by analyzing the visual prompts. This proves that DST is impending to support the writing process as students were engaged during the process.
6
Syafryadin, Syafryadin. "Effective English Teaching for Young Learners Classrooms." Yavana Bhasha : Journal of English Language Education 3, no. 2 (2020): 79. http://dx.doi.org/10.25078/yb.v3i2.1714.
Full textAbstract:
Being a good teacher is a challenging thing. There are a lot of responsibilities that should be taken into account. The professional teacher requires continuous development; therefore, how to teach effectively so that the students can reach maximum learning achievement should be put as the highest priority for the teachers. However, it is assumed that it is not all teachers hold the principle. Some teachers just do the teaching as their routine or their job without any effort for developing their professionalism. It was discovered that most of English language teachers in Asia use grammatical-translation method as his or her teaching method (Paul, 2003). The teachers seemingly do not care much about the purpose of language learning itself and there is no real interaction in the classroom. It is assumed that the definition of a good teacher itself is still not clear and internalized well enough by the teacher since it seems every teacher has his or her own believes and perspectives to define what they are all about. There are many terms that tell what a good teacher is e.g. ‘the successful teacher’, the teacher I like best’, ‘the teacher I learn most from’, and the like. Each of the terms delivers different meanings and tastes. In a more formal setting, simply, it can be argued that be a good teacher means be a good facilitator in the classroom, who plans, organizes, manages the instruction that is based on students’ needs and characteristics so that the students can reach maximum learning achievement. In brief, this conceptual paper intended to identify effective teaching is weighed in the English classroom for young learners.
7
Alnwaiem, Ahmad F., Abdullah M. Alazemi, and Abdullah A. Alenezi. "Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English." English Language Teaching 14, no. 4 (2021): 87. http://dx.doi.org/10.5539/elt.v14n4p87.
Full textAbstract:
The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms.
 In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors.
 Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.
8
Li, Ying, and Gouzhi Zhang. "Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences." English Language Teaching 9, no. 12 (2016): 89. http://dx.doi.org/10.5539/elt.v9n12p89.
Full textAbstract:
<p>This study investigated L2 leaners’ preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants’ accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were doing non-English majors at a university in China. They went through 4-month English pronunciation classes. In the first 2 months, they were taught by a NST. From the 3rd to the 4th month, they were taught by a NNST. Their accentedness and comprehensibility of spoken English were tested at the beginning of the programme (pre-test), at the end of the 2nd month (middle test), and at the end of the 4th month (post-test). Information on their evaluation of the NST and NNST as a pronunciation teacher was collected with questionnaires at the end of the experiment. According to the results, (1) compared with that in pre-test, the participants’ accentedness and comprehensibility both improved slightly in middle test; (2) compared with that in middle test, the participants received significant improvement both in comprehensibility and accentedness; (3) the majority of the participants prefer a NST to a NNST to be their English pronunciation teacher.</p>
9
Baker, Amanda, and John Murphy. "Knowledge Base of Pronunciation Teaching: Staking Out the Territory." TESL Canada Journal 28, no. 2 (2011): 29. http://dx.doi.org/10.18806/tesl.v28i2.1071.
Full textAbstract:
Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL) and English as a foreign language (EFL) continues to be limited. This limitation is particularly evident in explorations of teacher cognition (e.g., teachers’ knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review’s dual purposes are (a) to document the current knowledge base of pronunciation teaching, and (b) to propose future directions for classroom-based teacher cognition research in this area.
10
Thompson, Denisse R., and Gladis Kersaint. "On My Mind: University Faculty—Making Classroom Connections." Mathematics Teaching in the Middle School 12, no. 9 (2007): 488–89. http://dx.doi.org/10.5951/mtms.12.9.0488.
Full textAbstract:
University teacher educators typically wear many hats. Their many roles may include providing professional development (i.e., workshops) for practicing teachers on various topics (e.g., use of technology, teaching English Language Learners); teaching mathematics or methods courses to teachers or teacher candidates enrolled in undergraduate or graduate teacher education programs; and working with various groups or entities related to policy issues in mathematics education (e.g., teacher licensure, high-stakes assessment). Although mathematics teacher educators contribute to the field in various ways, a perception exists that university faculty are in an “ivory tower,” having few or ancient connections to schools. In some cases, their credibility may be questioned because of the time that has elapsed since they were in a classroom full time.
Dissertations / Theses on the topic "English teacher. eng"
1
Santana, Andréia da Cunha Malheiros. "As percepções sobre as necessidades de formação continuada dos gestores e dos professores de Língua portuguesa e inglesa : algumas reflexões /." Araraquara : [s.n.], 2010. http://hdl.handle.net/11449/106392.
Full textAbstract:
Orientador: Edson do Carmo Inforsato<br>Banca: Elenice Maria Cammarosano Onofre<br>Banca: Clarice Aparecida Alencar Garcia<br>Banca: Mauro Carlos Romanatto<br>Banca: Francisco José Carvalho Mazzeu<br>Resumo: Neste estudo o tema da formação continuada aparece associado à análise de necessidades, conforme a fundamentação teórica utilizada (Rodrigues e Esteves, 1993; Silva, 2000; Fusari, 1997 e Estrela, 2006). O objetivo desta pesquisa foi identificar as necessidades de formação continuada declaradas pelos gestores educacionais (diretores, vices, coordenadores pedagógicos e assistentes educacionais pedagógicos) e pelos professores de língua portuguesa e inglesa de dez escolas municipais da cidade de Araraquara e como ocorrem as iniciativas de formação continuada neste município. Os gestores foram ouvidos mediante questionário, relato de narrativas e entrevistas; o posicionamento dos professores de língua portuguesa e inglesa foi obtida através de um questionário e o posicionamento da Secretaria Municipal de Educação através de uma entrevista. A pesquisa ainda contou com um estudo da proposta pedagógica de cada unidade escolar. Conforme o relato destes gestores e professores foi possível perceber a distância entre as concepções dos idealizadores das formações representados pela Secretaria Municipal de Educação e o público alvo delas. Os resultados demonstram que as formações oferecidas não correspondem às necessidades vivenciadas por estes gestores e professores; suas concepções e dilemas não são levados em consideração ao se elaborar uma iniciativa de formação continuada<br>Abstract: In this study the issue of teacher training appears linked to the analysis of needs as the theoretical foundation used Rodrigues and Esteves, 1993; Silva, 2000; Fusari, 1997 and Estrela, 2006. The objective of this research was to understand the needs of continuous graduation reported by educational administrators (principals, vice principals, coordinators and educational assistants ) and by Portuguese and English teachers of public schools in the city of Araraquara and how they occur as continuous graduation in this city. The principals were heard through a questionnaire, report narratives and interviews; the opinions of Portuguese and English teachers were obtained through a questionnaire and the position of the Department of Education through an interview. The research had a pedagogical study of each school. According to the story of these principals and teachers and it was possible to notice the distance between the conceptions of the creators of the formations represented by the Municipal Education and their target public. The results demonstrate that the training offered did not correspond to the needs faced by these principals and teachers; their conceptions and dilemmas are not taken into consideration when preparing an initiative for teacher training<br>Doutor
2
Oliveira, Roberta Marafon Rodrigues de. "O ensino de lingua estrangeira (inglês) : as relações entre as crenças e as práticas pedagógicas /." Marília : [s.n], 2008. http://hdl.handle.net/11449/91303.
Full textAbstract:
Orientador: João Antonio Telles<br>Banca: Stela Miller<br>Banca: Nelson Viana<br>Resumo: Estudos recentes mostram que nem sempre é possível para o professor colocar suas crenças em prática. Tendo em vista tal perspectiva, nesta dissertação, parti do pressuposto que fatores contextuais são um dos grandes responsáveis pela dissonância entre as crenças e as práticas pedagógicas dos professores de línguas estrangeiras. Meus objetivos foram (a) explicitar e analisar minhas crenças e as da professora participante sobre o ensino de línguas estrangeiras; (b) detectar e analisar quais são nossas práticas pedagógicas; (c) por meio desse processo de interlocução, buscar possíveis relações entre o que acreditamos e o que fazemos em sala de aula; (d) produzir conhecimentos que possam contribuir para a formação continuada de professores de língua inglesa e para intervenções mais adequadas, segundo seus contextos de ensino. As perguntas que orientaram esta dissertação foram: (1) quais são as crenças sobre o processo de ensino-aprendizagem de língua estrangeira de duas professoras de língua inglesa da rede pública de ensino? (2) quais as possíveis relações que se estabelecem entre essas crenças e as práticas pedagógicas das duas participantes? O arcabouço teórico deste estudo se fundamenta em um conceito de língua como instrumento de interação e nos estudos sobre crenças. O arcabouço metodológico se fundamenta na Pesquisa Narrativa, por meio da qual escrevo textos de pesquisa, tentando tecer significados acerca de nossas crenças e práticas a partir do material documentário coletado - (a) as histórias de nossa prática pedagógica narradas por mim e pela professora participante, (b) encontros reflexivos, (c) entrevista semiestruturada, (d) filmagem de aulas e (e) observações de aulas. Baseada nos princípios da Hermenêutica, a análise do material documentário objetivou confrontar nossos discursos e ações como professoras de línguas ...(Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: Recent studies on teachers' beliefs show that they are not necessarily expressed in their pedagogical practice. This dissertation is grounded on such perspective and on the presupposition that contextual factors are mainly responsible for the discontinuity between foreign language teachers' beliefs and their work in the classroom. The objectives of this study were: (a) to make explicit and to analyze my own beliefs regarding foreign language teaching and those of my participant teacher; (b) to detect and to analyze our pedagogical practices; (c) by means of shared reflection, to search for possible relationships between what we believe in and what we do in our classrooms; (d) to produce knowledge as to contribute with the continuing development of teachers of English and adequate intervention in their respective teaching contexts. The research questions that guided my inquiry were the following: (a) what are the beliefs regarding the teaching/learning processes of two public schools teachers of English? (b) what possible relationships can be traced between the beliefs and the pedagogical practice of both participants? The theoretical framework of this study is grounded on a concept of language as an instrument of interaction and on the studies about teachers' beliefs. The methodological framework draws on the principles of Narrative Inquiry in which I write research texts trying to weave meanings about our beliefs and practices based on the documentary materials that were collected - a) the stories that were told by me and my participant; (b) reflective conversations; (c) semi-structured interviews; (d) video-taped classes; and (e) classroom observation. The analysis of the documentary material was based on hermeneutic principles and aimed at confronting our discourses and actions as foreign language teachers...(Complete abstract, click electronic access below)<br>Mestre
3
Ducatti, Ana Lucia Fonseca. "A interação verbal na língua-alvo e a proficiência oral na prática de sala de aula : (re) definindo o perfil de uma professora de língua inglesa da escola pública /." São José do Rio Preto : [s.n.], 2010. http://hdl.handle.net/11449/93904.
Full textAbstract:
Orientador: Douglas Altamiro Consolo<br>Banca: José Carlos Paes de Almeida Filho<br>Banca: Maria Helena Vieira Abrahão<br>Resumo: O presente estudo, apoiando-se na contribuição das crenças de uma professora de inglês e de seus alunos, envolvidos em contexto de escola pública, objetiva caracterizar o nível de PO dessa docente e o uso da L-alvo na interação verbal (professor-aluno e alunoprofessor) em sua prática de sala de aula, no sentido de (re)definir seu perfil como docente de LI. Estas são questões fundamentais, relacionadas à constatação em pesquisas (PINHEL, 2004; GARCIA, 2001; CONSOLO, 1990) de que grande parte dos professores de LE possui um baixo nível de PO, restrita, na maioria dos casos, à produção oral de alguns comandos na L-alvo, o que pode resultar em um processo de aprendizagem frustrante e deficiente para seus alunos. Dessa forma, esta investigação caracteriza-se como uma pesquisa de bases interacionista e etnográfica, com procedimentos quantitativos, aplicada a um estudo de caso. A professora-participante deste estudo (P) atua na rede pública municipal, tendo 14 anos de prática pedagógica. Os dados analisados sugerem que a visão de linguagem e de ensino e aprendizagem de LI da professora voltada para a forma gramatical, corroborada por fatores sociais adversos presentes no contexto estudado, é coerente com a limitada PO apresentada pela mesma, no teste a que foi submetida e, ainda, com o pouco uso da L-alvo na interação verbal professor-aluno e aluno-professor. Ressalta-se que uma possível mudança relacionada à oralidade provavelmente não ocorrerá, caso a docente em questão não renove suas concepções de linguagem e de ensino e aprendizagem de línguas e não deixe de privilegiar a LM durante as aulas, em detrimento da LI, a qual poderia ser introduzida aos poucos nesse contexto, porém, continuamente, criando-se um ambiente favorável ao ensino de LE. Acredita-se, também, que a valorização do papel do inglês, sobretudo por parte dos alunos, e a busca dessa... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The present work, which had as support the beliefs of an English teacher as well as her students', both involved in a public school context, aims at characterizing this teacher's oral proficiency level and the use of the target language during the verbal interaction (teacher-student and student-teacher) in her teaching practice, seeking (re)definition of her profile as an ESL (English as Second Language) teacher. These issues are considered fundamental due to the evidence in many researches (PINHEL, 2004; GARCIA, 2001; CONSOLO, 1990) that the majority of EFL (English as a Foreign Language) teachers have a low level of oral proficiency, restricted, in most cases, to the oral production of some commands in the target language, resulting in a frustrating and inefficient learning process to their students. Thus, this investigation is characterized as a research of ethnographic and interactive analysis traditions, having as well a quantitative focus, and constitutes a case study. The teacher who participated in this study has been teaching in a public school for 14 years. The data collected suggest that this teacher's conception of language and teaching and learning process concerning grammar, strengthened by adverse factors that can be found in the context in question, is coherent to the limited oral proficiency presented by her when submitted to an oral test and to the insufficient use of the target language during the teacher-student and student-teacher verbal interaction. It is relevant to emphasize that a change related to the oral ability will not show results if the teacher in question does not renew her language learning and teaching conceptions, and continues using her mother language to the detriment of the target one which could be introduced little by little in this context, in a continuous way, producing a favorable environment to the teaching of a foreign language... (Complete abstract click electronic access below)<br>Mestre
4
Martins, Lusinilda Carla Pinto. "Estágio supervisionado : prática simbólica e experiência inaugural da docência /." Araraquara : [s.n.], 2010. http://hdl.handle.net/11449/102667.
Full textAbstract:
Orientador: Edson do Carmo Inforsato<br>Banca: Dirce Charara Monteiro<br>Banca: Denise Maria Margonari<br>Banca: Míria Gomes de Oliveira<br>Banca: Ernesto Sergio Bertoldo<br>Resumo: Esta pesquisa se insere no campo da formação de professores de língua inglesa com o objetivo de discutir o papel do estágio supervisionado no processo de formação do professor de língua inglesa, a partir da investigação dos sentidos atribuídos e dos saberes produzidos, pelos estagiários, durante essa experiência formativa. Considerando as questões comumente associadas à problematização do estágio supervisionado, a saber: operacionalização, estruturação e normatização, propomos um olhar da perspectiva simbólica para esse espaço/momento de formação. Assim pelo viés da prática em sua esfera tridimensional (SEVERINO, 2001) e da experiência (TARDIF, 2002,2005; DEWEY, 1938), buscamos acessar as impressões, os sentidos atribuídos e os saberes produzidos nesse contexto pedagógico. Mediante uma perspectiva fenomenológica-hermenêutica, fazem parte deste estudo dez estagiários do curso de Letras-Línguas Estrangeiras, habilitação Inglês, da Universidade Federal de Rondônia. O conjunto de registros foi coletado no período de 2008 a 2009 e constitui-se de entrevistas semidiretivas e não diretivas, relatórios de estágio, observações de aulas dos estagiários, questionários, documentos e anotações de campo. A análise realizada nos permite afirmar que o estágio é a componente prática e a experiência inaugural da docência que favorece a imersão na profissionalidade e faz emergir a professoralidade. Durante a realização dos estágios, as ações e a experiência na sala de aula ultrapassam a condição de atividade acadêmica e deixam resvalar a dimensão social e heterogênea do estágio. Os sentidos atribuídos a esta experiência pelos estagiários vão desde o "cair a ficha", o "batismo" até a "confirmação" pela "vontade" de tornar-se (ou não) professor, envolvendo tanto a realização pessoal como profissional... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This research project in the field of English language teacher training discusses the role of the teaching practicum in the process of English language teacher education. Its foundation lies in the investigation of the meanings assigned and knowledge produced during this formative experience. Considering the issues commonly associated with the teaching practicum, namely: operationalization, structuring and normalization, we propose a symbolic perspective of this educational space/moment. Therefore, through the bias of practice in its sphere (SEVERINO, 2001) and experience (TARDIF, 2002.2005; DEWYE, 1938), we seek to access the impressions, assigned meanings, and pedagogical knowledge produced in this context. Through a phenomenological-hermeneutical lens, we analyze the development of ten English language majors at the Universidade Federal de Rondônia. The data used for analysis were collected between 2008 and 2010 and are made up of semi-structured and unstructured interviews, internship reports, comments on trainees‟ lessons, quizzes, documents, and field notes. The analysis allows us to assert that the internship is the practical component and the inaugural teaching experience that fosters immersion in being a language teaching professional and elicits the state of being a professional language teacher. During the realization of the internships, trainees‟ actions and experiences in the classroom exceeded the condition of academic activity and the internship took on a social and heterogeneous dimension. The meanings that are assigned to this experience by trainees range from "figuring it out," to a "baptism," to a "confirmation" of the "desire" to become (or not) a teacher and involved both personal and professional fulfillment. Regarding knowledge produced, the concrete actions of the trainees, which are contextualized and historic, acquire a formative character... (Complete abstract click electronic access below)<br>Résumé: Cette recherche s'inscrit dans le domaine de la formation des professeurs de langue anglaise en ayant pour but de discuter le rôle du stage supervisé dans le processus de formation de professeur de langue anglaise, dès l‟investigation des sens attribués et des savoirs produits au cours de cette expérience formative. Étant donné des questions couramment associeés à la problématique du stage supervisé, à savoir: opérationnalisation, structuration et normalisation, nous proposons un regard symbolique vers ce espace/temps de la formation. Donc par le biais de la pratique dans son domaine tridimensionnel (SEVERINO, 2001) et de l'expérience (TARDIF, 2002, 2005; DEWYE, 1938), nous cherchons à accéder les impressions, les sens attribués et les savoirs produits dans ce contexte pédagogique. Grâce à une perspective phénoménologique-herméneutique, ils font partie de cette étude dix stagiaires du cours des Lettres langues étrangères de l‟ Université de Rondônia (UNIR). L‟ensemble d'enregistrements a été recueilli dans la période de 2008 à 2009 et il est composé des interviews « demi-directive » et non directive des rapports de stage, des jeux-questionnaires, des documents et des notes de champ. L'analyse realisée permet d'affirmer que le stage est le composant pratique et l‟expérience inaugurale de l'enseignement qui favorise l'immersion dans la « profissionalidade » et il fait émerger la « professoralidade ». Au cours de la réalisation des stages, les actions et l'expérience en salle de classe dépassent la condition d'activité académique et touchent la dimension sociale et hétérogène du stage. Les sens attribués à cette expérience par les stagiaires vont dès « cair a ficha », le « baptême », jusqu‟à la « confirmation » de devenir (ou non) professeur, impliquant tant la réalisation personelle quant la professionnelle... (Résumé complet accès électronique cí - dessous)<br>Doutor
5
Lawton, Judy Erskine. "Reconceptualizing a Horizontal Career Line: A Study of Seven Experienced Urban English Teachers Approaching Career End." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394730077.
Full text
6
Crawford, Aria. "The Seemingly Downward Spiral of a First Year Teacher That Actually Turns Out Alright in the End: A Case Study." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/143.
Full textAbstract:
My first year as an educator has followed a tumultuous pattern. Not only was I exploring who I was becoming as an educator, but I was also a full-time graduate school student. I attempted to collect student data through a variety of ways, including formal and informal assessments and listening to student anecdotes, which proved to be more difficult than anticipated. When I began writing this narrative, I had yet to step foot into a classroom and work with children. I had a different idea and perspective than I did after becoming a teacher of record. Throughout the year, my mental and physical health was altered multiple times. There were times when I let my own school work suffer in favor of my work with my students and vice versa. There were times when I fantasized about dropping out of graduate school and quit my job, and there were times when I thoroughly enjoyed working on my homework and going to work. This narrative is a reflection of those ups and downs and tracks the progress of myself and the students I have interacted with. What follows is a yearlong exploration of myself, my environment, and my students who have proven to be simultaneous sources of stress and comfort.
7
Fultz, Angela S. "Perspectives on Collaboration of Elementary Classroom Teachers and ESL Teachers." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1589995530090615.
Full text
8
Chakravarthy, Gitu. "The preparation of English language teachers in Malaysia : a video-based approach." Thesis, Bangor University, 1993. https://research.bangor.ac.uk/portal/en/theses/the-preparation-of-english-language-teachers-in-malaysia--a-videobased-approach(7a3dc1c6-696c-4f5d-af35-b7059df803d5).html.
Full text
9
De, Stefani Sofia Magdalena. "Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html.
Full textAbstract:
This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language in provincial and rural areas of Uruguay. Specifically, a three-year blended teacher development programme designed to facilitate professional empowerment by integrating face-to-face and online learning opportunities is examined through Garrison, Anderson and Archer’s (2000) Community of Inquiry framework as well as through Kumaravadivelu’s (2001, 2006b) Postmethod parameters of particularity, practicality and possibility. Findings suggest that blended learning can facilitate the professional empowerment of teachers in geographically-removed areas by fostering their movement towards higher levels of cognitive thinking. The teaching, social and cognitive activity in a blended setting is distributed over the face-to-face and online learning arenas, with the teaching and cognitive ‘presences’ being embedded in the social. While the highest levels of cognitive activity are rarely visible in participants’ virtual discourse, this discourse refers to other environments where cognitive activity is more clearly evidenced, such as participants’ assessed work and classroom practices. In short, the Community of Inquiry parameters offer a lens through which to visualise effective course design and pedagogy for teacher education in this context, by providing a language to articulate what is particular about the setting, what participants perceive as practical and ultimately what is possible for them to achieve in terms of empowerment and emancipation. These parameters are explored through the examination of the whole-group processes as well as the in-depth analysis of two participants’ individual journeys. This study also foregrounds the complexity and richness of action research, especially in terms of the multiplicity of roles determined by the researcher’s immersion in the field, and highlights the need for extensive reflexivity. The academic, professional and situated contributions indicated above are identified, as is the potential for further research in this and other similar settings.
10
Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.
Full textAbstract:
The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.
Books on the topic "English teacher. eng"
2
Everts, Danielson Kathy, ed. Teacher portfolios: Literacy artifacts and themes. Heinemann, 1996.
Find full text
4
Ray, Ruth E. The practice of theory: Teacher research in composition. National Council of Teachers of English, 1993.
Find full text
6
Foresman, Pearson/Scott. Indiana unit and end-of-year benchmark assessments in ISTEP+ format: Teacher's manual. Pearson/Scott Foresman, 2009.
Find full text
8
Nafisi, Azar. Li-ḳero et Loliṭah be-Ṭeheran: Ha-ḥayim ṿeha-sefarim. Yediʻot aḥaronot, 2005.
Find full textBook chapters on the topic "English teacher. eng"
1
Swan, Anne. "Redefining English Language Teacher Identity." In (En)Countering Native-speakerism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137463500_5.
Full text
2
Aboshiha, Pamela. "Rachel’s Story: Development of a ‘Native Speaker’ English Language Teacher." In (En)Countering Native-speakerism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137463500_4.
Full text
3
Pablo, Irasema Mora. "Constructing the English Teacher: Discourses of Attachment and Detachment at a Mexican University." In (En)Countering Native-speakerism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137463500_8.
Full text
4
Menard-Warwick, Julia. "5. ‘The World Doesn’t End at the Corner of their Street’: Language Ideologies of Chilean English Teachers." In Language Policies and (Dis)Citizenship, edited by Vaidehi Ramanathan. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090204-006.
Full text
5
Wilson, Amanada K. "Teacher Tales About Professional Development in an Evolving Profession." In Formación de docentes en universidades latinoamericanas. Editorial Uniagustiniana, 2019. http://dx.doi.org/10.28970/9789585498273.05.
Full textAbstract:
This chapter presents the results of an investigation which explores the impact on in-service teacher development resulting from an evolution in English language teaching in Mexico. Using a qualitative approach grounded in sociocultural theory, it presents the narrated stories of seven English language teachers whose experiences span a period of almost a quarter of a century at a public university in central Mexico. Their development as teachers is seen through the re-living, telling, and re-telling of their lived experiences viewed through a Vygotskian lens. A thematic re-storying system is used to analyze the data collected, revealing common themes beginning with the participants’ entry into the profession, their socialization into the community of teachers, and ultimately, their motivation to develop as teachers. This study is not meant to offer an exhaustive review of all teachers throughout the country, but through these narrated stories, both the how and the why of participants’ in-service teacher development tell a bigger story of a winding path from institutionally-promoted teacher training to self-motivated teacher development and a growing sense of professionalism.
6
Wong, Chiu-Yin, and Wendy A. Harriott. "Jen's Story." In Identifying, Describing, and Developing Teachers Who Are Gifted and Talented. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5879-8.ch012.
Full textAbstract:
This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.
7
Mede, Enisa, Zeynep Yücel, and Derin Atay. "Overcoming the Coronavirus Impact on Novice Teachers Through E-Mentoring." In Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5598-9.ch004.
Full textAbstract:
The aim of this chapter is to present the mentoring offered to novice teachers during the coronavirus (COVID-19) period. Four novice English teachers engaged in the distance education program of a private K-12 school in Istanbul, Turkey participated in the study. The data was collected qualitatively from teacher diaries and online discussions between the novices and their mentors. Specifically, the participating teachers wrote online diaries regarding the three types of reflection (e.g., reflection-in, reflection-on, and reflection-for). Then, they participated in online discussions with their mentor reflecting on their lessons and reframing decisions about their classroom practices. The findings of this study will provide further directions in identifying effective practices for novice teachers through online reflection and e-mentoring to support distance education in English classrooms.
8
Palacios Hidalgo, Francisco Javier. "An Approach for Providing LGBTI+ Education and Bridging the Language Gap." In Advances in Linguistics and Communication Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1219-7.ch012.
Full textAbstract:
Intercultural education is acquiring great importance in today's education; among its considered elements, it is also starting to address gender/sexual identity as a way to counterattack prejudices and intolerant attitudes towards LGTBI+ people. However, it is still necessary to reconsider how to deal with these concepts from teacher training in an effective way so as to prepare these professionals to develop their work in an inclusive way. Teachers of English as a Foreign Language are ideal for addressing such concepts as the area allows relationships with several dimensions of life (e.g., literature, art, television). These teachers have to face the necessity to include LGTBI+ in their teaching practice, and to fight the language gap caused by social and economic disparities. This chapter revises how including the ESoPC approach in English teacher training helps integrate LGBTI+ issues to educate future generations in respect towards gender/sexual diversity and bridge the language gap.
9
"The end of learning in William Shakespeare's Love's Labour's Lost." In Teachers in Early Modern English Drama, edited by Jean Lambert. Routledge, 2019. http://dx.doi.org/10.4324/9780429028496-3.
Full text
10
"Entering the secret garden: an end to romantic child centredness?" In The English Teacher's Drama Handbook. Routledge, 2014. http://dx.doi.org/10.4324/9780203152782-12.
Full textConference papers on the topic "English teacher. eng"
1
Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.
Full textAbstract:
The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
2
Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.
Full textAbstract:
Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.