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Enow, Linda. "Teacher cognition : a study of secondary English teachers." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
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Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital to capture how experts think. With English being one of the core subjects of the secondary curriculum, and also the language of instruction, it is imperative to focus on Secondary English teachers as the main articipants in this study. The Dreyfus model of expertise has been used to identify and group participants for this study. The focus is to capture the thought processes involved during the lesson planning phase and to study the patterns generated. An in-depth study of the different groups of participants, using multiple data collection methods and data analysis procedures, situates this study within multimethod research. The interpretive framework facilitates an intrinsic understanding of each group; as well as, identification and analysis of patterns across the different groups. Patterns of teacher cognition therefore become ‘overt’. The identification of patterns at different levels of expertise makes the continuum of expertise in secondary English teaching explicit. Progression on this expertise continuum becomes more ‘attainable’ as the characteristics of each level of expertise are identified. With the establishment of cognition, inherent cognitive processes and their interplay have been captured; revealing the mind of the teacher, during lesson planning, as intricate and evidence of the complexity of teaching.
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.<br>Bibliography: p. 246-275.<br>Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.<br>Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.<br>Mode of access: World Wide Web.<br>275, [140] p. ill
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Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009<br>Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1
270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)<br>This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.<br>Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
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Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.
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Alshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.
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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and how they think TPD could be enhanced in the Saudi context. The study was mainly guided by the following overarching question: What are Saudi EFL teachers’ perceptions, attitudes, and experiences with regards to their TPD? A qualitative approach to data collection was used to achieve the intended goals of the study. Data was collected from 25 practicing Saudi EFL teachers (males and females) via semi-structured interviews, semi-structured reflective essays, and WhatsApp correspondence. The data was thematically analysed. Braun and Clarke’s (2006) model provided a general framework and a sense of direction throughout the process of data analysis. The study highlighted how Saudi EFL teachers understand the concept of TPD. Participants provided a range of definitions for TPD with ‘growth,’ ‘development,’ and ‘adaptation to change’ emerging as key themes underpinning their definitions. Their conceptualisations were mostly functional, context-specific, and focused more on the content of learning and the type of expected effect rather than on the activity itself. Results showed that teachers have a high preference for self-directed TPD for its context specificity and relevance to their immediate needs. Although the study’s participants considered institutional training as one of the main channels of their development that aligns their practices to their employers’ agendas, data showed that they were highly critical of the way it was managed and delivered to them. Data showed that TPD is not a straightforward process. Rather, it is a complex undertaking that is subject to a range of facilitating and inhibiting factors. A number of recommendations were provided by participants on how they think TPD should be managed, how teachers’ missions could be facilitated, and how their motivation could be enhanced.
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DUFFIELD, EBRU DIRSEL. "INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026829874.
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Phongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.
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In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.
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Alsalahi, Saud Mossa A. "Saudi English-language teachers' perceptions and reported practices of teacher leadership." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27785.
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This interpretive study explored how Saudi Arabian nationals employed as English-language teachers within intermediate and secondary Saudi schools understand the concept of teacher leadership, and how they perceive themselves as teacher leaders. The study also explored teachers’ views of current factors that empower or disempower them in being teacher leaders, as well as the roles and support they desire. The research used an exploratory design methodology encompassing three qualitative research methods: focus groups, one-to-one semi-structured interviews and reflective essays. The participants included nine Saudi English-language teachers from intermediate and secondary public schools. Participants were able to define teacher leadership in relation to: practices inside the classroom, practices outside the classroom and teacher knowledge and professionalism. The participants also perceived themselves as teacher leaders with potential professional capital that would allow them to engage and participate professionally in their school community of practice. The data revealed that teacher leadership is not the general practice in Saudi public schools; however, participants reported practices of teacher leadership that they desired and aspired to. The study also reported the many barriers to teacher leadership that currently exist, such as lack of teacher leadership roles, lack of support from the heavily centralised educational hierarchy, insufficient and inadequate pre-service and in-service training, and lack of voice in decision-making processes. Despite these barriers, the participants were eager to act in teacher leadership roles because they believe these roles carry benefits for themselves, their colleagues, headteachers, curricula and students. Based on the data obtained in the research, the study proposed a model for “professional teacher leadership” that supports teacher leaders as professionals who have professional capital to work with professional agency and autonomy in a positive atmosphere of communities of practice. This model could have benefits if applied in the context of Saudi Arabia and would be transferrable to similar contexts globally. The study concluded with some theoretical and practical recommendations for the Ministry of Education and for teachers in regards to teacher leadership within Saudi Arabia. Through teacher perception and reported experiences, TESOL teachers can challenge policy and provide a basis for developing new ways emerging from them in the context, as in-depth perspectives can give a voice to participants. Based on the literature reviewed and the design of the current research with its underpinning theoretical and conceptual frameworks, additional pathways are suggested for future research.
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Cheng, Man-mei Eunice. "Teacher beliefs and instructional decisions and practices in English grammer teaching : a study of experienced and novice teachers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183843.
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Tse, Tso Yuk Wah. "A narrative study of personal experience in teacher knowledge : English language teachers in Hong Kong (China)." access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR02616.
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Wu, Kam-yin, and 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.
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Renzi, Laura. "The influence of teachers' beliefs on literature instruction in the high school English classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782274.
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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 215 p. Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center.
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Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.
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Takayama, Hiromi. "Professional development in Japanese non-native English speaking teachers' identity and efficacy." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.
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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional identity, teacher education and professional development, English proficiency. After the data were collected from Japanese NNESTs, they were compared and contrasted with their NESTs’ counterparts. The primary goal of this study is to identify the characteristics of Japanese NNESTs’ efficacy and identity and investigate how their individual, educational, cultural, and other social factors influence their efficacy and identity development.
Forty six (46) Japanese NNESTs and one hundred and two (102) NESTs who were teaching in the junior high, high school, and college levels in Japan participated in a survey. Five Japanese NNESTs and six NESTs from the three types of grade levels were interviewed. Data analysis procedures comprised a statistical analysis of the survey data and a theme analysis of the interview data, and both data sets were integrated to discover the mixed method findings.
There were several major findings from this research. First, there was a positive correlation between Japanese NNESTs’ efficacy, particularly efficacy for instructional strategies, and self-perceived English proficiency. Therefore, higher English proficiency can be a predictor of a higher level of overall teacher efficacy and efficacy for instructional strategies. Second, although Japanese NNESTs’ efficacy for student engagement was lower than efficacy for classroom management and instructional strategies, they demonstrated various strategies for increasing their students’ motivation. Third, their Japanese use in instruction influenced their teacher identity, and being a language model and a behavioral role model was reflected on their Japanese NNESTs’ identity. Finally, college NESTs showed significantly higher teacher efficacy compared to different groups. Both Japanese NNESTs and NESTs’ efficacy and identity were formed by their previous teaching experiences, various roles as teachers, perceptions of Japanese educational system, culture, and students. The conclusion includes suggestions and implications for administrators, teacher educators, and Japanese NNESTs.
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Chan, Pui-wah. "A case study on the induction of novice expatriate English teachers in a caput secondary school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602002.
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馬天民 and Tian-min Maggie Ma. "Teacher education curriculum and social transition: English teacher training in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960376.
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Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.
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Ma, Tian-min Maggie. "Teacher education curriculum and social transition : English teacher training in Shanghai /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136705.
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Eret, Esra. "Prospective English Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.
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ABSTRACT
PROSPECTIVE ENGLISH TEACHERS&rsquo<br>VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF
THEIR DEPARTMENTS
ERET, Esra
M.S., Department of Educational Sciences
Supervisor: Assoc. Prof. Dr. Ahmet OK
June 2008, 137 Pages
The purpose of the present study is to investigate the prospective English teachers&rsquo<br>views on the physical environment, human resources, and program of their departments.
Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed.
The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent<br>the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying<br>and the program and courses were generally adequate. On the other hand, from the students&rsquo<br>viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo<br>s support and attitude to the preparation of prospective English teachers.
In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.
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Alfonzo-Reyes, Luzeana. "Effective methods of parent-teacher communication for teachers of english language learners." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/650.
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Families from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with a high mobility rates and high levels of English Language Learner (ELL) students. The results of this study will offer the most effective ways teachers can openly communicate with families who speak little or no English. The results suggest that although vital, communication between the parents of ELL students and the teacher varies from teacher to teacher. Additionally, having resources available to teachers at the school and using the resources available allows parents and teachers to communicate effectively.<br>B.S.<br>Bachelors<br>Education and Human Performance<br>Elementary Education
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Dingwall, Silvia Claire. "The teacher variable in English language teaching." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.
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Wilby, Christine M. "Teacher logs and interactive decision-making : a case study of contingencies in an EFL organizational culture and the implications for teacher development for part-time teachers." Thesis, Aston University, 2002. http://publications.aston.ac.uk/14847/.
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This is a case study of a program of native speaker part-time EFL (English as a Foreign Language) teachers in a junior college in Japan. It has grown out of a curiosity to ascertain how the teachers have formed and continue to maintain a coordinated program in what would seem to be a disadvantageous national context where as part-time foreign teachers they are expected to do little more than just teach a few classes of mainly oral English. This study investigates the organizational culture the teachers have formed for themselves within their staffroom, and looks at the implications of this for part-time teachers in such an environment. More specifically, the study highlights that central to the program is an interactive decision-making function engaged in by all the teachers which has not only created but also continually enables an identifiable staffroom culture. This organizational culture is contingent on college and staffroom conditions, program affordances such as shared class logs and curriculum sharing, and on the interactive decision-making itself. It is postulated that the contingencies formed in this created and continually creating shared world not only offer the teachers a proficient way to work in their severely time-constricted environment, but also provide them with fertile ground for the self-regulation of a thus created zone of covert staffroom ‘on-the-job’ teacher development.
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Kubilus, Daryl. "Relating Teacher Attendance to Student English Language Arts and Math Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5092.
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On average, teachers in the United States are absent for 9.6 days of student instruction per school year, while in this study's rural Northeast Ohio school district, teachers averaged 16.2 absences in the 2015-16 school year. Teacher absence is a concern because the classroom teacher is often considered the most crucial school-related influence on student achievement. Guided by Bowlby's attachment theory, the purpose of this study was to examine the possible predictive relationships between teacher absences for sick/personal and professional leave as well as other teacher-related variables, including teaching experience, teacher education level, and teacher evaluation results, with the outcome variables of student achievement in 4th through 8th grade English language arts and math. In this quantitative correlational study, data from 36 4th through 8th grade English language arts and math teachers were examined using simple and multiple linear regression models. Results indicated that none of the 5 teacher-related variables were significantly predictive of student achievement. Despite these non-significant results, the district's Board of Education expressed concerns about the public's perception of the district's teacher attendance rate. To address the Board's concern, a 3-day professional development program was created for the Board, administrators, and teachers to collaborate and recommend strategies to increase teacher attendance. The knowledge gained from implementing this project will promote positive social change by offering this and other school districts a variety of options to support the consistent attendance of teachers, which may, in turn, enhance student-teacher relationships, student-teacher engagement, and potentially student achievement over time.
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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.
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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.
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Hong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.
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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.
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Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.
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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the Japanese context.
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Aitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.
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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.
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Barrett, Angeline M. "Teacher identity in context : a comparison of Tanzanian with English primary school teachers." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/8732de07-0dc6-47da-b698-e74ffedf3452.
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The last two decades has seen a plethora of literature from Anglophonic Western countries treating teachers as thinking, feeling, believing, doing human beings. By contrast, primary school teachers in Sub-Saharan Africa are often represented as input-output functions, both causes and casualties as poor quality. An exception is the literature that has explored how the material, systemic and socio-cultural context of low-income countries constrains teachers' practice. This study sets out to open up a two-way conversation between Tanzanian primary school teachers' constructs of their occupational identity and models of English teacher identity to be found in literature. In so doing it aims to combine the insights of literature on teacher identity, treated as being culturally situated, with comparativists' alertness to context. A dialogic hermeneutic epistemological framework is used, within which knowledge creation is modelled as a conversation. Participants in the conversation include the inquirer (myself), individual research participants, the collective identities of Tanzanian and English primary teachers and academic literature. Borrowing from Hall's conceptualisation of cultural identity, occupational identity is understood as non-essentialist, always in the process of being re-defined as it is negotiated between different individuals and groups within the teaching profession. Tanzanian teachers' views on their responsibilities, the purpose of education and their relations to others were collected through interviews and discussion groups. These were supported by intensive observation of two schools and more extended conversation with and observation of three focus teachers. Findings are presented in the form of description of schools; personal narratives; teachers' perceptions of their relations and responsibilities towards pupils, society and the state and teachers' educational values discussed in relation to their classroom practice. These are drawn together into a theoretical model of the Tanzanian 'teacher identity landscape', which accommodates the difference amongst teachers and intergenerational movement in teacher identity. Bernstein's competence and performance pedagogic modes and their extension to professionalism by Osborn, Broadfoot & McNess are applied to the Tanzanian case. Explicit comparison allows interrogation of the culturally-situated nature of theory developed for the English context to arrive at description of a Tanzanian competence and performance mode of professionalism.
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Shim, Jae-woo. "The teacher efficacy beliefs of Korean teachers of English as a foreign language /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486474078047909.
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Long, Nana. "Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.
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This thesis reports on a multiple case study of four EFL teachers’ long-term development of autonomy in a particular Chinese mainland university. Each teacher was selected as a holistic case because of their variations in dispositions, backgrounds, experiences, and trajectories of development. It addresses three major research questions: 1) How do the teachers control over the multiple aspects of their teacher work across time and contexts? 2) What are the major individual and contextual factors that facilitate and constrain the development of teacher autonomy? 3) How do teacher identities affect the development of teacher autonomy? The study adopted many narrative forms of data collection instruments, including (auto)biographies, interviews, casual conversations, questionnaire, complemented by classroom observations, staff meeting observations, and documents, in order to understand teacher autonomy from the lived experiences of the four teacher participants throughout their careers and lives. By examining the concept of teacher autonomy through the lens of teacher identity, this study analyzed how four teacher participants exercised different degrees of autonomy at different stages of their teaching, research, and administrative roles. It provides a holistic picture of zigzagging pathways towards teacher autonomy across the whole course of their careers. It then discussed how the teachers’ autonomy was facilitated and constrained by contextual and individual factors across time. Based on the findings, this study proposes a conceptual framework to illustrate the close relationship between teacher identity and teacher autonomy, and this relationship’s dynamic and unstable nature across time and contexts. It also suggests there is an urgent need for teacher autonomy scholarship to broaden its scope by moving beyond language teaching and learning to more crucial aspects of language teachers’ daily work and to explore the development of teacher autonomy in a long-term process.
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Brenes, Carvajal Marlene Gerardina del Carmen. "Initial development of English language teachers in Mexico." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/45945.
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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009.<br>Bibliography: p. 167-188.<br>Introduction -- Contextual background -- Literature review -- Methodology -- Pre-service teachers' beliefs about being a teacher -- Practicum students' beliefs about the teaching experience -- Teachers' first year experience: beliefs and reflections -- Conclusions.<br>This research focuses on the analysis of the beliefs of pre-service Mexican student-teachers from a public university in central Mexico who have learned English as adolescents or young adults. Specifically, it examines their beliefs about teaching and about themselves as English teachers in different stages of initial professional development. The participants reflected on their experiences as English language learners, students, teaching practicum students and as first year teachers in a follow up study. -- This thesis is composed of three studies that are linked by involving the same participants. The studies follow these participants through different stages in their initial development as teachers.The research is set within the qualitative research paradigm and draws on qualitative data and interpretive analysis. The data were retrieved using the following procedures: autobiographies, a focus group interview, journals, personal interviews and short narratives. -- Responses to the following research questions emerged through the different stages of this thesis. 1. What initial beliefs do pre-service and beginning students hold about being a teacher? 2. Do these beliefs evolve or change during the initial stages of their teacher development? 3. Do their experiences during their initial stages of their development influence their beliefs? -- There is little research on English language teacher beliefs in Mexico. It is considered that research in this area can contribute to the understanding of the processes of what English language teachers' beliefs are and how they evolve or develop over time and the influences that they may have on the actual teaching process. This research may contribute to bring to the attention of English language teacher preparation programs the necessity of providing opportunities for student-teachers to unpack their beliefs and reflect and view them in the light of the courses and their practice in order to create an understanding of the Mexican educational context of which they will be a part.<br>Mode of access: World Wide Web.<br>viii, 265 p
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Sahin, Iclal. "Connecting Staff Development To Teacher Improvement: A Case Study Of An In-service Teacher Education Program For English Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615129/index.pdf.
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The aim of this study was to investigate the impact of a staff development program designed through the cascade-training model by the MoNE on primary school English teachers and their actual classroom practices. In line with this, it aimed to establish a connection between aspects of planning, implementation, and evaluation of staff development and their impact on teachers and students. A qualitative case study was employed and data were collected from 10 teachers, eight teacher trainers, and three faculty members through semi-structured interviews. Moreover, 23-hour seminar and 50-hour classroom observations were conducted, and the documents related to the seminar and actual classroom practices of the teachers were analyzed to complement the interview findings.
The results indicated that the effective practices (e.g., use of participant-centered approaches, English as the medium of instruction, practical ideas and suggestions and course book based activities) and ineffective practices (e.g., lack of needs assessment, traditional way of session delivery, and lack of follow-up) employed in the planning, implementation and evaluation phases of staff development had an impact on teachers'<br>(1) pedagogical beliefs, (2) pedagogical content knowledge, (3) actual classroom practices, (4) personal and professional growth, and (5) students. The findings further revealed that these five levels of impact interacted with each other based on the characteristics of the teachers (teaching experience and gender), their motivation, self-concepts, and the teacher education programs they attended.
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Khoddami, Fariba. "Being a female English teacher : narratives of identities in the Iranian academy." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3004.
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Despite the growing interest in the issue of identity formation in the broader TESOL research field, few studies have been concerned with the question of female teachers’ identity formation from a feminist poststructuralist perspective. This study also seeks to further the feminist poststructuralist research within the Iranian TESOL and bridge the substantive gap within the existing literature, which is an almost untouched area of research regarding the teachers’ identity formation. This thesis attempts to explore the construction of identities of eight Iranian female teachers of English and the discourses that shape them through examining their narratives, using data gathered from interviews and email correspondences. In a two-year collaboration with the participants, I applied a feminist poststructuralist conceptual framework to examine the participants’ main subject positions and the prevailing discursive practices that construct them. The research data, collected by individual interviews and email correspondence, indicates the teachers’ identities as multiple, complex, and contradictory. I contend that multiple subject positions stem out of the clash of the multiple discourses that are available to them. Impacted by both gender and professional discourses that sometimes even collide, the findings show how these women struggle to conceive a sense of coherent self. The results of the analysis indicate that the gender and professional discourses are of normative, disciplinary, and individualizing nature. Negotiating identities within themselves and within the complex cultural context they live in, these female teachers are involved in an ongoing process of adjustment, adaptation and resistance.
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Bergehamn, Marcus. "Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10636.
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The purpose of this essay is to find out if there are any differences between what teacher trainees expect and what teachers claim in a number of areas in English teaching at upper secondary schools. More specifically, are there any differences in expectations and claims between the two groups when it comes to the use of course books, the national tests, setting grades, grammar teaching and the use of movies in course A English. The involved trainees were on their last year of teacher training and the involved teachers had worked for a maximum of two years. In order to carry out the research, both quantitative- and qualitative interviews with teacher trainees and teachers were done. In the quantitative interviews, trainees and teachers answered questions about the mentioned topics and were also asked to write what they expect or claim to be the most difficult and easy area in the English teaching classroom. In addition, the qualitative interviews with six trainees and teachers gave voices to what the two groups declared. According to my findings, there are differences in all but one topic. The conclusion also suggests what can be made in teacher training education in order to declare the gap between trainees and teachers become smaller.
35
Jones, Theo. "Multiculturalism and teacher training in Montreal English universities." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59877.
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The contemporary discussion on the topic of multicultural education in the Canadian literature relates questions of race, ethnicity or culture to public schooling, with little attention given to the area of teacher preparation. In this study we review the political and social background of multicultural education. This study notably presents the results of a 42 item survey of pre-service teachers' perceptions of: (a) the concept of multiculturalism and; (b) the adequacy of their training for multicultural classrooms.<br>The pre-service teachers also examine their curriculum for multicultural content. This is followed up by a content analysis of the respective programs by the researcher.<br>The implications of this exploratory study are especially valuable for teacher training institutions. As multiculturalism is a fact of Canadian society, it is logical to educate our future citizens in accordance with this reality. Institutions are failing to prepare teachers for today's society if they are not providing courses in multicultural education.
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Smith, Anne Margaret. "Inclusion in English language teacher training and education." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441366.
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Parker, Gemma Louise. "Teacher agency : curriculum development in English primary academies." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3975.
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The genesis of this study was the confluence of the Academies Act (2010), which legislated academy status and disapplied the statutory nature of the National Curriculum (DfE, 2013), and the finding that primary schools’ curriculum capacity was a cause for concern (Alexander, 2010). This concurrence seemed to make apparent a serious gap between intentions of teacher autonomy conveyed through policy (DfE, 2010; DfE, 2016a) and the capacity for teacher agency. This was compounded by a context of teachers’ professional environments characterised by long-standing statutory (Education Act, 1988) and non-statutory curriculum guidance (DfEE, 1998; DfEE, 1999) and stringent accountability measures (Hammersley-Fletcher and Strain, 2011; Ball, 2003; Ball, 2016). My own professional experience of primary schools and university initial teacher education departments reinforced this concern, which was heightened by its context of curriculum as the pre-eminent element of education (Young, 2014). The focus of the study is the achievement of teacher agency, regarding curriculum development specifically. It draws upon the ecological approach to teacher agency (Priestley, Biesta and Robinson, 2013) in order to explore the causal influence of the interplay of personal capacity and ecological conditions. Twenty-two primary academy teachers, across six primary academies, participated. A critical realist approach governs the study, thus the search for causal mechanisms considers structures at the real ontological level and the manner in which they are actualised by conditions. The methodology aligns with this philosophical paradigm and through a case study design, a deep understanding of participants’ realities is facilitated. This interpretivist, qualitative approach means theorised trends are strongly rooted in the data. Ultimately, the study’s key finding is that teachers’ personal capacity is the defining factor for their achievement of agency due to the way in which it affects their perception of their working environment. The study also posits that it is key professional learning experiences which are a principal influence upon teachers’ personal capacity to achieve agency. This develops the existing ecological approach to teacher agency (Priestley, Biesta and Robinson, 2013) by adding detail regarding the nature and impact of important past experiences. Recommendations regarding teachers’ professional learning experiences are made.
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Silva, João Fábio Sanches. "The construction of english teacher identity in Brazil." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/xmlui/handle/123456789/122768.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2013.<br>Made available in DSpace on 2014-08-06T17:21:07Z (GMT). No. of bitstreams: 1
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Previous issue date: 2013<br>O interesse por questões relativas à construção identitária surge na literatura internacional como uma crescente área de investigação, com um número cada vez maior de estudos adotando a abordagem pós-estruturalista ao formular o conceito de identidade no contexto de ensino e aprendizagem de línguas estrangeiras. Pós-estruturalistas alegam que a identidade é uma área de conflito, onde a subjetividade é produzida em uma diversidade de espaços sociais, todos estes estruturados por relações de poder que podem levar um indivíduo a assumir diferentes posições subjetivas, muitas vezes contraditórias (Norton Peirce, 1995; Norton, 2000). Nesta perspectiva, o presente texto traz os resultados de um estudo qualitativo que toma por base os conceitos de identidade, investimento, comunidades imaginadas e resistência (Anderson, 1991; Norton, 2000; Weedon, 1997; Wenger, 1998) para compreender como futuros professores de línguas têm discursivamente construído sua identidade ao longo das suas experiências de aprendizagem e uso de inglês. Os dados foram gerados a partir de um grupo de seis alunos-professores no último ano de um curso de Letras Português/Inglês em uma universidade pública no centro-oeste brasileiro durante o ano acadêmico de 2011, por meio de uma ficha bibliográfica, um questionário aberto, narrativas escritas e entrevistas semi-estruturadas. A análise dos dados foi conduzida de forma qualitativa. Os resultados sugerem que a identidade dos participantes como graduandos, aprendizes/usuários de uma língua estrangeira, e ainda, futuros professores, era uma área de conflito, com posições subjetivas em constante mudança, e por vezes, contraditórias, e que certos contextos sociais e práticas limitaram outras oportunidades de identificação subjetiva. Por outro lado, os resultados apontam que os investimentos realizados nas práticas da língua inglesa reforçaram um profundo senso identitário, permitindo que exercitassem sua agência por oportunidades de prática na língua. Os participantes também demonstraram suas relações com comunidades de prática, fossem estas reais ou imaginadas, envolvendo tanto participação e não-participação, e que suas identidades em construção deveriam ser entendidas na junção do conflito de interesses entre o desejado e o real. Por fim, os resultados sugerem que as identidades são discursivamente construídas e inseridas em práticas e contextos sociais diversificados. <br><br>Abstract : The interest for issues related to the construction of identity arises in the international literature as an emerging area of investigation. An increasing number of studies adopt the poststructuralist approach to formulate the concept of identity in foreign language teaching and learning. Poststructuralists claim that identity is a site of struggle in a way that subjectivity is produced in a variety of social sites, all of them structured by relations of power which may lead an individual to assume different subject positions, at times contradictory (Norton Peirce, 1995; Norton, 2000). The present text reports on the findings of a qualitative study which draws on the notions of identity, investment, imagined communities, and resistance (Anderson, 1991; Norton, 2000; Weedon, 1997; Wenger, 1998) to understand how future language teachers have discursively constructed their identity along their experiences of learning/using English. Data were generated with a group of six senior student-teachers of a language teacher education undergraduate program at a public university in the middle-west of Brazil during the academic year of 2011, by means of a profile form, an open-ended questionnaire, written narratives and semi-structured interviews. The analysis was carried out in a qualitative way. The findings suggest that the identity of the participants of undergraduate students, learners/users of a foreign language, and at times language teachers were sites of struggle, together with their changing and sometimes contradictory subject positions. Additionally, certain contexts and practices apparently limited opportunities for the participants to identify with particular subject positions. The findings also point out that the investments of the participants in the English practices highlighted a profound sense of self as they exercised their agency in seeking to find opportunities to practice the language. The participants showed that their relation to communities of practice, whether be they real or imagined, involved both participation and non-participation, and that their identities in construction should be understood in the combination of the conflict of interest between the desired and the real. Finally, the findings suggest that identities discursively constructed are embedded within diverse social practices and contexts.
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Nguyen, Mai. "TESOL teacher education in a globalised world: The case of Vietnamese teachers of English." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370594.
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This research examines the professional experience of Vietnamese TESOL teachers who previously underwent professional training in two types of Master’s level TESOL programs: those offered by institutions of one of the Inner-Circle countries (e.g., USA, UK, Australia, New Zealand) in these countries (overseas programs), and programs offered by Inner-Circle institutions in association with a Vietnamese institution in Vietnam (localised programs). These programs were chosen as the research is situated in the context of TESOL becoming a globalised field, partly demonstrated in the mobility of teachers and teacher training programs. The impacts of previous TESOL training are investigated through three main lenses believed to encompass different current aspects of TESOL teachers’ professional experience, and which reflect the training content and aims of contemporary TESOL teacher education programs. The three lenses are teachers’ beliefs toward various issues related to the teaching of English as an International Language (TEIL), their autonomy in teaching practice, and their satisfaction with the teaching job.
Adopting a sequential explanatory mixed methods design, the present study involves the participation of 85 Vietnamese English language teachers who were trained in either an overseas or a localised TESOL program. Two-thirds of the participants were working at public higher education institutions in Vietnam at the time of the study, and the rest were teachers of private educational organisations. An online survey was first delivered to all participants to garner data on their beliefs about TEIL, their perceptions toward autonomy in teaching practice, and their work satisfaction level. Semi-structured in-depth interviews were then carried out with 20 of them to obtain further clarifications and deeper information about the researched issues. Additionally, teaching observation sessions and retrospective interviews were conducted with three overseas-trained teachers to provide further evidence of their teaching autonomy.
In terms of teacher beliefs about aspects of TEIL, it was revealed that post-training, both overseas- and localised-trained teachers had an increased awareness of the pluricentricity of English, the importance of teaching both Anglophone and non-Anglophone cultures, and understanding of the larger social, cultural, and political context of teaching. The study also found that teacher education programs played a significant role in modifying teacher beliefs, such as strengthening, disproving, and reconstructing existing beliefs, or shaping new beliefs. It also uncovered aspects of TEIL where teacher education could exert more impact, such as the construct of language teacher proficiency, and the risk of over-relying on Western teaching methodologies.
Regarding autonomy in teaching practice, teachers in both program types demonstrated a medium level of autonomy in their teaching, with the level of autonomy in general aspects of teaching (e.g., deciding on teaching methods and learning activities) being greater than that of curricular aspects (e.g., selecting learning content and materials). Noticeably, teacher education programs were found to provide them with professional knowledge and ideas that they could use to innovate their everyday teaching activities, and to a certain extent allowed them to be autonomous learners. However, they did not seem to provide teachers with much assistance in dealing with curricular constraints, nor inspire them to create spaces for more teaching autonomy.
Finally, the teachers’ level of satisfaction with their teaching job was found to vary depending on various aspects. They were most satisfied with intrinsic aspects of the job and the relationships with their students, colleagues, and supervisors, and were less satisfied with aspects related to institutional support (e.g., autonomy given to teachers, recognition of teaching accomplishments), and professional standing (e.g., promotion and salary). Influence of training seemed most evident in how the teachers were positively seen and welcomed by their supervisors, students, and colleagues when they returned, and, in the case of teachers taking overseas programs, how the overseas living and study experience added enjoyment and stimulation to their perception of the teaching profession.
These findings confirm the role of TESOL teacher education in enriching the overall professional lives of practising TESOL teachers. On the other hand, they reveal tensions resultant from mismatches between Inner-Circle-based curricula and training approaches and the local Vietnamese context where the teachers returned to teach. The research has important implications for stakeholders involved in the professional development of non-Inner-Circle TESOL teachers in the current globalised world.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Hum, Lang & Soc Sc<br>Arts, Education and Law<br>Full Text
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Serna, Antonio G. "Personal, teacher training, teacher experience, and system factors associated with sense of efficacy of teachers of limited English proficient students." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3402.
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Purpose. Teacher sense of efficacy refers to teachers' belief in their ability to motivate students to learn. The purpose of this study was to examine the relationship of selected personal characteristics, training variables, experience factors, school system variables, and principal leadership behaviors to the sense of efficacy of a group of teachers of LEP students. Procedures. A sample of 44 elementary school teachers of limited English proficient students was selected from school districts in Northern California with large numbers of LEP students. Questionnaire data were collected using an instrument with several scales. The measure of teacher efficacy used in this study was developed by Gibson and Dembo. Analysis of variance, t-tests, and Fisher's Least Significant Difference were used to test the hypotheses of this study. The antecedents of efficacy examined included selected personal characteristics of teachers, the perceived effectiveness of their university and district inservice training, experience in multicultural schools, and principal support of bilingual and instructional programs. Results. Several significant relationships were found. For example, the degree to which pre- and inservice training programs helped teachers develop proficiency in the student's primary language, knowledge of the home culture, and understanding the process of second language acquisition was clearly related to their sense of efficacy. The holding of credentials authorizing bilingual instruction and the size and type of district were found to be related to sense of efficacy. In addition, support of the instructional program by the site principal and his/her involvement in curriculum planning were related to teacher efficacy. Follow-up interviews found that teachers attributed their teaching success to informal meetings with their colleagues. Recommendations. Based on this study, quality university and district inservice training for bilingual teachers is suggested. This study highlights the need for principals to actively support their bilingual teachers by involving them in curricular decision making, planning, and encouraging informal group meetings. To increase bilingual teacher effectiveness, universities need to collaborate with local school districts in planning bilingual training programs.
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Hoa, Nguyen Thi, and n/a. "The role of the ESP teacher." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060725.104331.
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The demand for English for Specific Purposes (ESP) in Vietnam is very
great. In Hanoi alone, there are more than 20 universities and colleges in
which English Foreign Language (EFL) is taught in the curriculum. Much has
been done to improve the task of teaching and learning ESP. Not much work
has been done, however, about ESP teachers, their roles, responsibilities and
position in the process of learning and teaching. It is inevitable that the teacher
plays a decisive part in English learning and teaching. It is therefore the
purpose of this study is to explore and investigate the roles and functions of
the ESP teacher. This investigation has been carried out through
questionnaire, class observation and interviews with teachers. Factors are
identified which make ESP teachers successful and effective. The study
concludes by suggesting ways in which ESP teachers training in Vietnam
could be improved
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Cheng, Man-mei Eunice, and 鄭孟薇. "Teacher beliefs and instructional decisions and practices in English grammer teaching: a study of experienced andnovice teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960741.
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Zhang, Weimin. "In search of English as a foreign language (EFL) teachers' knowledge of vocabulary instruction." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-05232008-215235/.
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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. John Murphy, committee chair; Diane Belcher, Gayle Nelson, Sara Weigle, committee members. Electronic text (288 p. : ill.) : digital, PDF file. Description based on contents viewed June 9, 2008. Includes bibliographical references (p. 249-273).
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Koc, Serdar Engin. "English Language Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.
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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo<br>Certificate for Teaching English&rdquo<br>(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU).
The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm.
Some participants&rsquo<br>perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class.
The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.
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Drinnon, Rebecca Lee. "Teacher Beliefs and the Instructional Practices of National Board Certified High School English Teachers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1999.
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This mixed-methods study explored the instructional methods that accomplished high school English teachers use in their classrooms to improve understanding of how those methods are influenced by the teachers' beliefs. A survey regarding classroom practices and beliefs was sent to 313 National Board Certified Teachers (NBCTs) in English Language Arts--Adolescence and Young Adulthood across the United States with a response rate of 50.8%. From these data, I analyzed the variety and frequency of practices experienced teachers use and the beliefs that influence teachers' instructional decisions. I then conducted follow-up interviews and classroom observations with selected survey participants from North Carolina, Tennessee, Kentucky, and Ohio and explored further the beliefs and motivations of those teachers who were both typical and outlying according to their survey responses.
The study found that factors such as school setting, educational level, and gender had little impact on teachers' instructional strategies, although a relationship was found between gender and approach to teaching literature. The study also found that reading instruction dominated the classroom instruction of those teachers, with writing instruction a distant second. In addition, those NBCTs were found to be teachers who developed positive relationships with students, created student-centered classrooms, challenged students academically, and were dedicated to being lifelong learners. In the end, 3 distinct teacher types were identified: teachers who focus on English as a discipline, teachers who focus on more generalized educational goals, and teachers who focus on their students' emotional well-being. However, the study suggests that all the teachers who participated in the study formed a fairly homogenous group regardless of their differences and that teachers' own educational experiences in school played a more significant role in determining their classroom behaviors than did their educational beliefs.
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Yokoyama, Takahiro. "The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101737/1/Takahiro_Yokoyama_Thesis.pdf.
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This study examined potential effects of teacher training or education in Teaching English to Speakers of Other Languages upon job satisfaction of ‘native English speaker’ teachers in Japan. While multiple regression analyses discovered only certain types of training showed a positive influence, the interview participants revealed how their existing skills were often not fully utilised in the Japanese context. The pedagogical implications and recommendations for teacher education are discussed, along with administrative implications and suggestions for the future recruitment of ‘native English speaker’ teachers in Japan.
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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Cook, Cheryl 1959. "The process of becoming : a case study of exploration of the transition from student teacher to ESL teacher." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79834.
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This inquiry is a phenomenological exploration of the development of two student teachers undergoing their practicum experience in my secondary classroom. It examines the changes in identity that the student teachers underwent and how those changes came about. The goals motivating this inquiry were (1) to understand the process through which the transition from student teacher to teacher occurred, and (2) to understand what influence the people surrounding the student teachers, such as the cooperating teacher and the supervisor, had on the process. The analysis closely follows Wenger's (1998) work in Communities of Practice and Schon's (1983, 1987) work in Reflective Practice. The data consists of audio-taped de-briefing sessions attended by the student teachers and the cooperating teacher, the cooperating teacher's Reflective Log, and a student teacher's journal. The inquiry supports the idea that the practicum experience in and of itself is important in the dramatic change in identity that student teachers experience. Also important is the "close accompaniment" of student teachers by the cooperating teacher in order to enact the reflective dialogue by which student teachers learn to become teachers.
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Sampson, Nicholas. "Teaching materials and the autonomous language teacher a study of tertiary English teachers in Hong Kong /." Thesis, Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085477.
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Aknouche, Amina. "The Positive Factors of Working as an English Teacher." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29792.
Full textAbstract:
Fewer students apply for and finish the teacher programs in Sweden, and manyteachers leave their job. Swedish schools are in need of more teachers, but theteaching profession is today portrayed as unattractive. This research aims toinvestigate what factors that motivate some students to become teachers and whatfactors that motivate some teachers, ESL teachers in first hand, to work as teachers,mainly in secondary schools in Malmoe. Three secondary teachers who teach ESL inMalmoe were interviewed and expressed their thoughts about the positive aspects ofthe teaching job, why they wanted to become and why they work as ESL teachers, andwhat goals they have in relation to their profession. The research showed that the ESLteachers teach because they feel passionate about the subject they teach and becausethey enjoy working with children and teenagers. They find the job fun and rewarding,and think that it is challenging, especially when working in a city like Malmoe. Itseems as teachers often put the pupils first and do not focus on external rewards, suchas salary. Teacher motivation has an impact on student motivation and it is thereforeimportant that teachers remain motivated within their profession.