Search results for: English (second language)
Page 4/10 98 items
The purpose of the present study was to investigate the effect of the explicit instruction the researcher provided 35 EFL majors enrolled in her 2014 course on “Research into reading processes”. The findings reveal that the subjects reported knowing very few strategies. However, in performing the task assigned at the end of the course the subjects used altogether 24 strategies. The findings indicated that the course had a significant effect on the subjects' strategic and pedagogical knowledge, their evolving conceptions of the reading process and of themselves as readers, and consequently on their self-efficacy and motivation to teach reading to their future students and to promote their learning.
Updated: Aug. 31, 2016
Learning from Interpersonal Interactions during the Practicum: A Case Study of Non-Native ESL Student Teachers
This study, which grounded in a sociocultural view of teacher learning, explores how non-native English as a Second Language (ESL) student teachers developed their understanding of professional learning in the light of their experiences of engaging with their significant others during an eight-week practicum. The study reveals rich interactions between these student teachers and their significant others in the school settings. The findings reveal that the process of learning to teach was described as experiencing, which is connected to engagement in activities in personal social context that is counted as doing. This study suggests a pressing need to develop university–school partnership to facilitate the development of collegial relationships among student teachers and their significant others.
Updated: Jun. 13, 2016
Critical Perspectives on Testing Teaching: Reframing Teacher Education for English Medium Instruction
This investigation provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of prior testing models of content and language integrated learning through English medium instruction (EMI) programmes. Through adopting the practice of critique as a knowledge-producing venture, this study offers a model of EMI testing that can contribute to improvements in the organisation of professional learning and change, as well as certification procedures.
Updated: Mar. 30, 2016
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators
This paper reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, a narrative approach was adopted to examine participants’ identity trajectory as they crossed multiple boundaries from language learners, to language teachers, to language teacher educators. The study suggests that the challenges teacher educators faced at different stages of their professional identity construction reflected the negotiation of past experiences, future ideals, competency, agency, and marginalization.
Updated: Jan. 27, 2016
Questioning to Scaffold: An Exploration of Questions in Pre-service Teacher Training Feedback Sessions
This study explored trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching.
Updated: Dec. 22, 2015
This article describes a collaboration between early childhood education (ECE) faculty and teachers of English to speakers of other languages (TESOL) faculty at an urban teacher preparation program in an effort to better understand ECE and TESOL candidates’ beliefs about teaching young ELLs. The findings revealed that teacher candidates recognized the importance of focused attention to language development for young ELLs, as well as how collaboration across disciplines may support future teaching of ELLs.
Updated: Aug. 12, 2015
Understanding Outcome-based Education Changes in Teacher Education: Evaluation of A New Instrument with Preliminary Findings
This paper reports findings from the first phase of an outcome-based innovation within one higher education institute in Hong Kong. Specifically, this research seeks to: (1) confirm the properties of a survey instrument designed specifically to explore an outcomes model of course implementation; (2) report preliminary findings regarding students’ course perceptions. The SEOBLS version 1 survey was administered simultaneously across all three groups, at the end of the course. In response to the first intention of confirming the properties of the instrument, the two statistical analyses identified strengths and improvement needs for the SEOBLS questionnaire itself. Furthermore, it was found that for these students, their experience in the OBE course was not a radical departure from a “regular” course.
Updated: Jun. 08, 2015
Teachers’ Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers’ Reflections on Their Science Teaching Practice
This article examines in-service elementary teachers’ reflections on their science teaching when working with diverse students. The findings provide an understanding of how these teachers examined their teaching and beliefs about their science teaching practice. Participants’ reflections indicated that knowledge of their students’ culture and backgrounds influenced their teaching practices and the focus of their reflections. The authors also found that the participants examined five themes of teaching: (1) navigating the school world, (2) managing the technical classroom, (3) negotiating barriers, (4) nurturing all students, and (5) understanding learning.
Updated: Mar. 25, 2015
This article is a report on contributions of a critical EFL teacher education course to teachers’ professional identity reconstruction. Three major shifts were observed in the participants' professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of English Language Teaching.
Updated: Mar. 09, 2015
From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China
This article examines the change of four novice EFL teachers’ professional identities in the first years of teaching in K-12 schools in China. the findings suggest that (1) novice teachers’ cue-based or exemplar-based imagined identities may change into rule-based or schema-based practiced identities as mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts; and that (2) the institutional pressures seem to cause the imagined identities to be negatively replaced, but the teacher’s perseverance and agency in seeking opportunities of professional development may ultimately determine the positive evolution of the imagined identities.
Updated: Feb. 08, 2015