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Journal articles on the topic 'English teacher practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Nurkamto, Joko, and Teguh Sarosa. "Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development." International Journal of Pedagogy and Teacher Education 4, no. 1 (2020): 45. http://dx.doi.org/10.20961/ijpte.v4i1.26082.

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<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used

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Nur, Shakila. "Secondary English Language Teacher Capacity: Insights From Bangladesh." International Journal of Education and Literacy Studies 6, no. 4 (2018): 163. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.163.

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Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary

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Porras, Anthony. "EXAMINING INSTITUTIONAL ENGLISH LANGUAGE PROGRAM: ENGLISH TEACHER’S PERSPECTIVES AND PRACTICES." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (2020): 1–8. http://dx.doi.org/10.21460/saga.2020.11.7.

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The issue of what the role of grammar is and how it should be taught is still considered a dilemma among English teachers. Though various schools of thought and methodologies were discovered, the convincing postulations and effective practices in language learning are still in constant exploration. As an attempt to alleviate this dilemma, this research aims to identify teacher beliefs and practices when it comes to grammar. Utilizing a single case study method, perspectives and methodologies were studied from an English teacher in the Philippines. Findings revealed that grammar was still an im

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Tiong, Ngee Derk. "The Weight of Our Words: Language and Teacher Agency from the Perspective of Gee’s ‘Cultural Models’." English Teacher 50, no. 2 (2021): 116–29. http://dx.doi.org/10.52696/bcgt8886.

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In this article, I suggest that one way to enhance teacher agency is to practise greater linguistic awareness in our professional conversations. Based on a conceptual framework utilising the idea of ‘cultural models’ (everyday theories expressed in language) I analyse primary data of Malaysian English-language teachers’ meetings to show two ways in which they have an impact on practice and agency. Based on the evidence, I claim that cultural models [1] function as problem-framing devices and [2] can support transformations in practice. The data in this paper comes from audiovisual recordings o

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Karatsiori, Marianthi, Trisevgeni Liontou, and Makrina Zafiri. "Rethinking Teacher Education via Collaborative Learning." International Journal of Teacher Education and Professional Development 4, no. 2 (2021): 34–49. http://dx.doi.org/10.4018/ijtepd.2021070103.

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This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the r

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Winn, Maisha T. "Building a “Lifetime Circle”: English Education in the Age of #BlackLivesMatter." Urban Education 53, no. 2 (2017): 248–64. http://dx.doi.org/10.1177/0042085917747114.

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This article argues that, to prepare teachers in the era of #BlackLivesMatter, there must be a radical reframing of teacher education in which teachers learn to disentangle their teaching from the culture of Mass Incarceration and the criminalization of Black and Brown people in the context of the United States in their practice. Using a restorative justice paradigm, I seek to understand in what ways, if any, teacher training, specifically of English teachers, can address issues of Mass Incarceration and how teacher preparation can support preservice teachers to resist colonizing pedagogies an

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Sari, Indah. "The Effectiveness of English Teacher Education Practice." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (2021): 2938–46. http://dx.doi.org/10.33258/birci.v4i2.2003.

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This study aimed to describe about the effectiveness of English teacher education practice in Medan. This study applied the descriptive qualitative design. The subjects of this study were 10 mentors and 30 participants of English teacher education practice. Furthermore, the questionnaire was administered in order to collect the data. The data analysis used the data condensation, data display and verification. The English teacher education practice in Medan was quite effective since most of respondents gave the “good” statement for socializing and coordinating of the program, coordinating the p

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Turvey, Anne Marie, and Jeremy Lloyd. "From pre-service to early-career English teacher in the UK: negotiating powerful myths." English Teaching: Practice & Critique 15, no. 2 (2016): 236–50. http://dx.doi.org/10.1108/etpc-02-2016-0036.

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Purpose The purpose of this study is to investigate contemporary pre-service English teacher education in the UK and the transition, for one individual, from pre-service into early-career English teacher. The investigation explores how standards-based education reforms are narrowing the scope of professional practice in UK schools, especially in regard to the creativity of teachers and students. Design/methodology/approach The authors use critical autobiography (Haug, 1992; Miller, 1995; Rosen, 1998) and dialogic storytelling strategies (Doecke and Parr, 2009; Parr et al., 2015), that are grou

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Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teache

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Too, Wei Keong, and Eka J. Saimima. "TEACHER BELIEF AND PRACTICE IN A SCHOOL-BASED ENGLISH LANGUAGE CLASSROOM IN EASTERN INDONESIA." Journal of Nusantara Studies (JONUS) 4, no. 1 (2019): 211. http://dx.doi.org/10.24200/jonus.vol4iss1pp211-231.

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This study examines an English language teacher’s beliefs and practices within the context of implementation of school-based curriculum in Eastern Indonesia. The aim of this study is to examine the relationship between teacher belief and practice in the school-based curriculum through two research questions: “What are the teacher’s beliefs about teaching English in a school-based curriculum setting?” and “How does the school-based curriculum influence the teacher’s beliefs and practices?”. This case study adopts purposeful sampling involving a volunteered public junior high school English lang

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Skourdoumbis, Andrew, and Ahmad Madkur. "Symbolic capital and the problem of navigating English language teacher practice: the case of Indonesian pesantren." TESOL in Context 29, no. 2 (2020): 15–34. http://dx.doi.org/10.21153/tesol2020vol29no2art1428.

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English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine te

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Yuan, Rui. "Promoting EMI Teacher Development in EFL Higher Education Contexts: A Teacher Educator’s Reflections." RELC Journal 51, no. 2 (2019): 309–17. http://dx.doi.org/10.1177/0033688219878886.

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While there is a growing research interest in English as a medium of instruction (EMI) teaching and learning in university contexts, relatively limited attention has been paid to EMI teacher development. Drawing on my past and ongoing teaching and research practice as an EMI teacher educator, this Viewpoint article considers the emotional, pedagogical and social barriers faced by university EMI teachers in China. Based on a critical analysis and discussion of the barriers, this Viewpoint proposes an EMI teacher development framework, and argues for helping EMI teachers foster a sense of owners

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Susiati, Susiati, and Nina Kartikasari. "Do the Techniques Really Improve Students’ Mastery in Vocabulary?" Journal of English Education and Teaching 4, no. 2 (2020): 248–63. http://dx.doi.org/10.33369/jeet.4.2.248-263.

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This study describes the techniques applied by teachers in teaching English vocabulary to the tenth grade students at Muhammadiyah Boarding School 1 Weleri. This study aims to determine and describe the techniques used by teachers on how teachers apply these techniques in teaching English vocabulary, and analyze the responses of students regarding the techniques used by teachers in vocabulary learning. The subjects of this study were two teachers and six tenth grade students at Muhammadiyah Boarding School 1 Weleri. The method used is descriptive qualitative. The research was obtained by obser

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Greggio, Saionara, Marimar da Silva, Didiê Ana Ceni Denardi, and Gloria Gil. "Systematizing studies in the area of language teacher education at the English Graduate Program at Universidade Federal de Santa Catarina." Revista Brasileira de Linguística Aplicada 9, no. 1 (2009): 245–63. http://dx.doi.org/10.1590/s1984-63982009000100012.

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This study aims to show the results of a systematization of studies in the area of English Language Teacher Education carried out at the English Graduate Program at Universidade Federal de Santa Catarina. Fifty-one studies were systematized and five research foci identified. Thirteen published studies of two foci of research were analyzed. Two themes were identified permeating the studies: (1) teachers' beliefs and the contexts of teaching-learning as important mechanisms to shape teachers' pedagogical practices and to determine learning outcomes; and (2) contexts of learning to teach as appro

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Nurul Azkiyah, Siti. "The Development of Effective English Teacher Improvement Program Based on a Case Study of English Teaching in Madrasah in Indonesia." International Journal of Applied Linguistics and English Literature 6, no. 2 (2017): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.1.

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Teachers play very important roles, yet not all teachers can teach well and hence it is important to develop a teacher improvement program. Therefore, this study observed teaching and learning process to understand current teacher instruction so that priorities could be easily set up. 11 English teachers participated in the study. The eight classroom factors of the dynamic model (Orientation, Structuring, Modeling, Application, Questioning, Assessment, Building Classroom as a Learning Environment, and Time Management) are used as the framework since they are theory-driven and have been empiric

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Meihami, Hussein. "Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher." Pedagogika 135, no. 3 (2019): 71–84. http://dx.doi.org/10.15823/p.2019.135.4.

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The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skil

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Bălănescu, Eleonora Olivia. "ACQUIRING ESP TEACHER COMPETENCE THROUGH THEORY AND PRACTICE." Journal of Social Sciences IV, no. 2 (2021): 33–42. http://dx.doi.org/10.52326/jss.utm.2021.4(2).03.

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The emergence of English for Specific Purposes (ESP), which is closely linked to particular professions, requires qualified language teachers. Despite the growing demand for courses in ESP in Romania, and the eagerness of universities and private institutions to include these courses in their curricula, insufficient attention has been given to teaching training in this domain. In the absence of under-graduate ESP teacher training programmes, ESP is taught by General English graduates who basically learn as they go. The aim of this paper is to map the territory, that is, to outline the main coo

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Wei, Jing, and Qin Le. "Exploring Effective Teacher Feedback as a Threshold Concept in ELT." Learning and Teaching 9, no. 1 (2020): 55–65. http://dx.doi.org/10.7459/lt/9.1.05.

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Effective teacher feedback facilitates student uptake by engaging students in that feedback and leading them to act. We propose that effective teacher feedback is a threshold concept as novice teachers’ understanding of it is able to transform their conception of teaching and help them progress in their English language teaching practice. In this study, four middle school English teachers participated in stimulated recall interviews, the transcripts of which were analysed using Grounded Theory analytic process. Findings reveal three stages in Chinese English teachers’ understanding of effectiv

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Walkington, Helen, and Elizabeth A. C. Rushton. "Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development." Higher Education Studies 9, no. 4 (2019): 133. http://dx.doi.org/10.5539/hes.v9n4p133.

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This paper proposes ten salient practices of research mentoring activity in high school settings for teachers and technicians based upon survey and interview findings from 96 English and Scottish high school teachers from STEM disciplines, working in research collaborations with scientists. Mentoring high school research provides career development, with teachers identifying new aspects to their professional roles including &lsquo;teacher researcher&rsquo;, &lsquo;teacher scientist&rsquo; and &lsquo;teacher mentor&rsquo;. This study suggests the potential for using the

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Madya, Suwarsih. "The Power of EFL Teacher’s Beliefs to Drive Practice." Asia Pacific Journal on Curriculum Studies 2, no. 1 (2019): 7–18. http://dx.doi.org/10.53420/apjcs.2019.2.

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In a test-driven instructional development such as that in Indonesia, teachers spend most of his time, energy, and thoughts to strive for his students’ excellent performance in the final test. This is due to the indicator used to judge the success of a school. One particular teacher of English is, however, different. I have collected data on his class and conducted an in-depth interview with him. The results of data analysis revealed that the teacher is creative and innovative as he strives to help his students of different levels and types of abilities to make as high achievements as they can

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Nuraeni, Nuraeni, and Yayu Heryatun. "Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development." Studies in English Language and Education 8, no. 3 (2021): 1144–57. http://dx.doi.org/10.24815/siele.v8i3.20221.

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Reflective practice in pre-service language teacher education is required as a tool to critically evaluate the link between theory and practice as well as to explore the beliefs and practices of pre-service English teachers during the teaching practicum programs. This study was aimed to explore the strategies of reflective practice used by pre-service English teachers during their teaching practicum to promote professional development. A case study was adopted as a research design and reflective journals were employed to collect data. The participants involved were six pre-service English teac

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Kong, Shan. "Community of Practice: An Effective Way to ESL Teacher Professional Development in Vocational Colleges." English Language Teaching 11, no. 7 (2018): 158. http://dx.doi.org/10.5539/elt.v11n7p158.

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Teacher professional development is essential to English teaching reform in vocational colleges. Community of practice presents a new way for professional development of ESL teachers in vocational colleges in China. This paper introduces and discusses the process of creating and exploring ESL teacher community of practice in a vocational college. And it points out that teacher community of practice is an effective way to teacher professional development.

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Saputra, Dwi Bayu, Didi Suherdi, and Rojab Siti Rodliyah. "REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES." JOALL (Journal of Applied Linguistics & Literature) 5, no. 2 (2020): 174–92. http://dx.doi.org/10.33369/joall.v5i2.11260.

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Reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. It has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing life-long learning for teachers. However, this beneficial contribution of teachers’ professional development is not growing within the context of English as a foreign Language (EFL) teaching. Accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning English

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Barahona, Malba, and Kristin J. Davin. "A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration." Profile: Issues in Teachers' Professional Development 23, no. 1 (2021): 181–96. http://dx.doi.org/10.15446/profile.v23n1.85326.

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The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in “actual” teaching rather than “talking” about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of ca

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Nga, Phan Thi Thu. "Reflective practice in English language teacher training: From theory to practice." SOCIAL SCIENCES 9, no. 2 (2020): 31–44. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.2.259.2019.

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The main aim of the study presented in this article is examining what teacher-trainees could learn from the reflective practice task after their teaching performance in the English Teaching Practice Course. Participants of this study were teacher-trainees (or senior students majoring in English language teaching) in the first semester of academic year 2018-2019. Each trainee had his/her lesson recorded when s/he was conducting an English lesson in front of his/her peers. Then each watched the lesson and found some strengths and weaknesses in this lesson and submitted this task to the trainer.

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Ansori, Muhammad, Joko Nurkamto, and Suparno Suparno. "Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (2019): 541–55. http://dx.doi.org/10.34050/els-jish.v2i4.8164.

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Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a

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Takegami, Fumi. "Identifying Existing Positive Disharmonies for Reconstructing Teaching Practice: A Case Study in Japan." International Journal of Education 12, no. 2 (2020): 46. http://dx.doi.org/10.5296/ije.v12i2.16885.

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The purpose of this paper is to report outcomes of the study regarding the professional development of a Japanese teacher of English (JTE) helping her to meet the recent national English foreign language curriculum policy in Japan. The policy requires teachers to basically conduct classes in English. An action research framework was used. The participant, in collaboration with the author, went through praxis-oriented cycles built on planning, doing reflecting and revising. Data were collected and analyzed using grounded theory methods. A three-stage coding process led to the emergence of two c

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Murray, Denise E. "The world of English language teaching: Creating equity or inequity?" Language Teaching Research 24, no. 1 (2018): 60–70. http://dx.doi.org/10.1177/1362168818777529.

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English language teaching takes place in a variety of different contexts around the globe, contexts that are affected by the megatrends of global competition, population mobility, and technological interconnectedness. These trends have resulted in increased demand for English as a tool for advancement individually and nationally. However, because language is a social practice, the introduction of English within existing linguistic, sociocultural, and political values and practices can create tensions. Learners investment in learning English depends on the extent to which they and their communi

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Zacharias, Nugrahenny T. "INTEGRATING EIL PEDAGOGY IN A PRE-SERVICE TEACHER EDUCATION PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (2014): 217. http://dx.doi.org/10.15639/teflinjournal.v25i2/217-232.

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Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present article documented the experience of ten bilingual English student-teachers (BESTs) on practicing EIL pedagogy in a Microteaching course and during the teaching practice. Data were collected primarily from a focus group discussion and three individual inte

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Cholifah, Anjar Nur, Abdul Asib, and Suparno Suparno. "Reflective Teacher Journal to Develop Teacher’s Professionalism." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 1 (2020): 22–30. http://dx.doi.org/10.34050/els-jish.v3i1.9517.

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To be good a teacher, a teacher must incessantly improve her/his teaching practice and skill/knowledge to produce and keep the academic quality. Mechanically, a teacher requires to concern a particular method/ technique or strategy and use a certain tool/type to fulfill the benchamark of excellence in teaching. Hence, reflection is substantial as one of the indispensable approaches that can be practiced to direct teacher’s performance becomes more experienced. In teaching, the term reflection refers to the opportunity of teachers to think back critically after the teaching-learning process. Pr

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Sherry, Michael B., Lauriann M. Messier-Jones, and Joanelle Morales. "Positioning in prospective secondary English teachers’ annotations of teaching videos." English Teaching: Practice & Critique 17, no. 3 (2018): 152–67. http://dx.doi.org/10.1108/etpc-11-2017-0154.

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Purpose English education researchers have used video annotation to connect theory to practice and to encourage prospective secondary English teachers (PSETs) to reflectively evaluate their own and others’ teaching. This study aimed to examine whether and how PSETs’ annotations of their own and others’ teaching videos reveal (dis)connections between visions of English teaching valued in methods courses and those practiced in local school field placements. Design/methodology/approach Examination of 538 annotations on 18 lesson videos – recorded in a university teaching-methods course and in loc

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Biricik Deniz, Esma, Elif Kemaloglu-Er, and Yonca Ozkan. "ELF-aware pre-service teacher education: practices and perspectives." ELT Journal 74, no. 4 (2020): 453–62. http://dx.doi.org/10.1093/elt/ccaa040.

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Abstract English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today’s English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory–practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational mode

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El-Sawy, Hosam ElDeen Ahmed. "The Relevance among Preservice English Teachers' Preparation Courses, Their Views about Teaching and Their Real Teaching Behaviors (A Case Study)." Journal of Language Teaching and Research 9, no. 3 (2018): 510. http://dx.doi.org/10.17507/jltr.0903.09.

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This study aims at investigating the relevance among three factors: preservice English teachers' preparation courses, their views about teaching and their real teaching behaviors. This is a case study focusing on three preservice teachers of English in Egypt. Data was collected through three tools: an observation sheet, a semi-structured interview and a focus group. Results of the study revealed that there is a gap between what preservice English teachers learn in their preparation courses, their views about effective teaching and their real behaviors in class. The reasons which the participan

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Karimi, Fatemeh, Ebrahim Fakhri Alamdari, and Mehrshad Ahmadian. "Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran." Journal of Language and Education 7, no. 2 (2021): 140–54. http://dx.doi.org/10.17323/jle.2021.11113.

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The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with in

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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.

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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&#39; 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&#39; beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors&#39; beliefs with Global English (GE). The research question &#39;what are the Kuwaiti instructors&#39; beliefs

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Chia, Alexius, Stefanie Chye, and Bee-Leng Chua. "The Autonomous Thinking Teacher: Preparing English Teachers for the 21st Century." English Teacher 50, no. 2 (2021): 102–15. http://dx.doi.org/10.52696/qqyb1862.

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This concept paper describes the changes made to Singapore’s initial teacher preparation (ITP) programmes with a specific focus on its thinking teacher model (NIE, 2009) – a model of teacher agency and an approach to ITP that requires self-reflection on roles and practice, understanding theories and research, and adapting to changing learner needs (Tan & Liu, 2015). An important component of this model is a ‘meta’ course which all pre-service teachers are required to undergo. This ‘meta’ course called Professional Practice and Inquiry (PPI) initiative – which was introduced to develop refl

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Ubaque, Diego Fernando, and Harold Castaneda-Pena. "Teacher Research: Uncovering Professional Identities and Trajectories of Teacher Researchers through Narrative Research—A Colombian Case." International Education Studies 10, no. 3 (2017): 35. http://dx.doi.org/10.5539/ies.v10n3p35.

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This work explores real-life experiences around research. Thinking of the English as a foreign language (EFL) teacher as an inquirer of the academic reality, the study presents accounts of professional identity as narrated in the life histories of three EFL teachers-researchers in a private but non-profit institution in Bogota, Colombia. This study sheds light on different institutional practices that, grounded on a community of practice, reinforce research as an inquiry process and as an opportunity for professional and institutional development. Additionally, the study also addresses issues

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Sarmento, Simone, and William Kirsch. ""She didn't know much about English teaching": planning classes together in the teachers' room as a practice of professional development." Olhares & Trilhas 21, no. 2 (2019): 59–78. http://dx.doi.org/10.14393/ot2019v21.n.2.45359.

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This paper is a part of a larger research project, which focused on investigating the teacher development practices in a Languages without Borders community of a large university in the south of Brazil. The research is affiliated with the paradigm of Practice Theory (Young, 2009; Young, 2010) and relied on qualitative methods of data generation and analysis (Erickson, 1990; Gumperz, 2005; Mason, 2002; Tannen, 2014), as well as on semistructured interviews with focal participants. The data revealed that the practices that culminate in teacher development could be divided into two: (1) formal pr

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Goh, Rachel, and Yanping Fang. "Improving English language teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 2 (2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.

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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study d

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Ai, Bin, Lifei Wang, and Alexander Kostogriz. "Becoming a Teacher of Business English in China: A Critical Narrative." Chinese Journal of Applied Linguistics 42, no. 2 (2019): 182–98. http://dx.doi.org/10.1515/cjal-2019-0011.

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Abstract In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely e

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Qiang, Wang, Chen Zehang, and Qi Xianglin. "Improving Chinese students’ English reading through graded readers." Language Teaching for Young Learners 2, no. 2 (2020): 262–301. http://dx.doi.org/10.1075/ltyl.19022.wan.

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Abstract Primary English in China has been in practice since 2001. Despite the success of widespread provision, there have been concerns regarding the quality of students’ learning. To enhance English literacy in schools, a national English reading project chaired by university teacher educators using graded readers was introduced to accompany mandated coursebooks in 2014 initially among a few schools then quickly expanded to thousands. The participating schools were guided to use English graded readers in primary classrooms in collaborative projects with university teacher educators. This pap

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Anugrah, Nina Julia, Sumardi Sumardi, and Slamet Supriyadi. "Integrating “Daily Learn English Application” to Teach Speaking Skill in EFL Classroom." Indonesian Journal of EFL and Linguistics 4, no. 2 (2019): 181. http://dx.doi.org/10.21462/ijefl.v4i2.163.

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The generation who is raised in the digital world has come to believe learning meant to be loud, colorful, and energetic. Teachers who want to reach out to this generation need to use media to grab attention. Teachers must be adaptive, which means that they must begin to believe that integrating technology is an effective way of teaching. This research is aimed at investigating teacher’s belief and practice on the integration of “Daily Learn English” Application to teach speaking skill in EFL classroom. To reach the objective, a case study on an individual teacher was used in this research. Da

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Nurjanah, Esty. "Students’ Perceptions about Feedback Practices During Academic Writing Course: A Survey Study." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 8, no. 1 (2021): 1. http://dx.doi.org/10.33394/jo-elt.v8i1.3397.

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In Indonesian context, there is still very little research regarding how students’ voicing their perception on the use of feedback practices by their teachers. Therefore, to fill this gap, this research is aimed to describe students’ perception through a survey about their experiences in dealing with feedback practices by their teacher. This study involved 75 students from English department students of English courses and college. The Responsive Pedagogy Questionnaire (RPQ) was used in this study. There were 24 items with 4 Likert points in data completion. To analyze the data, Microsoft Exce

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Lefstein, Adam. "Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective." American Educational Research Journal 45, no. 3 (2008): 701–37. http://dx.doi.org/10.3102/0002831208316256.

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How and why is national policy translated into interactions between teachers and pupils? This article examines the enactment of the English National Literacy Strategy (NLS) in a case study of two literacy lessons, which are drawn from a yearlong ethnographic study of the NLS in one school. Although the teacher taught directly from and adhered closely to the prescribed materials, curricular contents were recontextualized into habitual classroom interactional genres, and the open questions that constituted the primary aim of the lesson were suppressed. In explaining these enactment patterns, the

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McMillan, Brian A., and Damian J. Rivers. "The practice of policy: Teacher attitudes toward “English only”." System 39, no. 2 (2011): 251–63. http://dx.doi.org/10.1016/j.system.2011.04.011.

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Assefie, Birhan. "Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus." SMART MOVES JOURNAL IJELLH 8, no. 10 (2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.

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The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequen

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Weinmann, Michiko, Ryo Kanaizumi, and Ruth Arber. "English language education reform in pre-2020 Olympic Japan: educator perspectives on pedagogical change." International Journal of the Sociology of Language 2021, no. 271 (2021): 107–31. http://dx.doi.org/10.1515/ijsl-2020-0035.

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Abstract This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers’ pedagogy and practice continue to frame debates about English language education in Japan. Through select thematic episodes derived from the interview data with English

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Suij-Ojeda, Evelin. "Teacher Trainers' Perspectives and Practices Regarding Written Corrective Feedback in L2 Writing: A Mixed-Methods Study in a Venezuelan University." Westcliff International Journal of Applied Research 1, no. 1 (2017): 46–56. http://dx.doi.org/10.47670/wuwijar201711eso.

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This study takes place at a university in Venezuela where Spanish is the first language. The participants are teacher trainers on a five-year program in a subject area called English Practice, where future English language teachers develop their language skills. Adopting an interpretive stance by examining qualitative and quantitative data gathered from two online questionnaires, this exploratory research aims to explore the practices and beliefs teacher trainers have regarding written corrective feedback (WCF) on their learners’ writing in English. The findings reveal that trainers use more t

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Jaca, Cristie Ann L., and Felino B. Javines. "Oral Communication Needs of Pre-Service Teachers in Practice Teaching." Randwick International of Education and Linguistics Science Journal 1, no. 1 (2020): 67–73. http://dx.doi.org/10.47175/rielsj.v1i1.31.

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Practice teaching is the culmination of the teacher education program where student teachers apply learned content knowledge and pedagogical skills in real classroom teaching. The purpose of this paper is to present the perceived oral communication needs of student teachers during their practice teaching. Survey questionnaire, classroom observations and focused group discussions were used to collect the needed data. It was found that student teachers’ oral communication skills in English fall short and need to be enhanced to cope with the demands of the teaching profession. Likewise, it was no

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Johnson, Tammy, and Lorra Wells. "English language learner teacher effectiveness and the Common Core." education policy analysis archives 25 (March 20, 2017): 23. http://dx.doi.org/10.14507/epaa.25.2395.

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Common Core State Standards (CCSS) and teacher effectiveness are among the most contentious issues in education today. With an increase in English language learners (ELLs) and the rigorous requirements imposed by the CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using California as a case study, this research synthesis outlines the current problem, which includes the complexity of the CCSS, the achievement gap between ELLs and their peers, and ill-equipped teachers. In addition, present-day efforts to alleviate such difficulties like the revised World Language: English L

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