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1
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.
2
Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.
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This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.
3
Anderson, Roger W. "A Multiple Case Study of International Teaching Assistants’ Investment in an ITA Training Class." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587728379964874.
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Youssef, Soha. "International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312.
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5
Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.
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Lawson, Emily M. "THE RELATIONSHIP BETWEEN TEACHING BELIEFS AND PRACTICES AS PERCEIVED BY LANGUAGE GRADUATE TEACHING ASSISTANTS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2598.
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In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs’ beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.
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Angus, Katie Beth. "Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318794.
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In our post-9/11 globalized society, the bifurcated governance structure that has traditionally dominated foreign language (FL) departments is no longer desirable. According to the 2007 Modern Language Association (MLA) report entitled "Foreign Languages and Higher Education: New Structures for a Changed World," these departments need to strive to create "educated speakers who have deep translingual and transcultural competence" (p. 3). Whereas the report outlined in detail the implications this goal would have on undergraduate education, it made only two references to FL graduate students: programs should "provide substantive training in language teaching and in the use of new technologies" (p. 7) and should "enhance and reward graduate student training" (p. 8). This relative lack of attention is indicative of an undervaluation of graduate student teaching and professional development, despite the substantial percentage of university-level instruction provided by FL Teaching Assistants (TAs) (Laurence, 2001) now and in the foreseeable future. The goal of this dissertation is to better understand the current state of TA professional development, by exploring the perspectives of the TAs themselves. Previous studies (e.g., Brandl, 2000; Gonglewski & Penningroth, 1998) have surveyed and interviewed TAs about their professional development experiences. The present study updates and expands upon these studies, both in the scope of the questions asked and the range of participants. The first article explores the place and role of technology in the professional development of TAs by using data from the syllabi of teaching methodology courses (N = 31). The second article uses data from online questionnaires (N = 94) and Skype interviews (N = 16) to understand what TAs think they need to be successful in their current and future teaching positions, what professional development opportunities they participate in, and which factors limit their participation in some of them. The last article presents data from the same questionnaires and interviews about which professional development opportunities TAs consider to be helpful, what they find helpful about each activity, and what recommendations they have for improved professional development. All three studies address implications for graduate student education.
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Zha, Shenghua. "The effects of a technology-supported training system on second language use strategies for international teaching assistants." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4480.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.
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Mersh, Irene E. "Supporting children's acquisition of language and literacy : an investigation into the work of classroom assistants in mainstream primary schools." Thesis, n.p, 2001. http://oro.open.ac.uk/18813.
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Keith, Karin J., and Renee Rice Moran. "Qualitative Training Workshops for Graduate Assistants." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3619.
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Crump, Alison. "Examining the role of assistant language teachers on the JET Programme within the context of Nihonjinron and Kokusaika: perspectives from ALTs." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18411.
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This study investigates consequences of hiring native English speakers, many of whom are untrained as teachers, to teach English in foreign language contexts. The focus is on Assistant Language Teachers (ALTs) on the Japan Exchange and Teaching (JET) Programme. Two discourses, nihonjinron (theories of Japanese distinctiveness) and kokusaika (internationalisation), upon which the programme is founded, provide the framework for analysis. Through surveys and interviews, ALTs' attitudes towards the global spread of English and models of English teaching are elicited. Participants were 120 ALT alumni from the five Inner Circle (Kachru, 1985) countries. Surveys yielded quantitative and qualitative data. Content analysis of four in-depth interviews complements the analysis of survey findings. Results reveal a general lack awareness of the global role of English and its impact on English teaching. The major implication is that training could alleviate many of the consequences that follow from this result.<br>La présente étude examine les conséquences de l'embauche, comme enseignants, de personnes de langue maternelle anglaise pour dispenser des cours d'anglais dans des pays étrangers; ces nouveaux enseignants n'ayant pour la plupart pas suivi de formation à cette fin. Nous nous sommes intéressés plus particulièrement aux auxiliaires d'enseignement au sein du programme Japan Exchange and Teaching (JET). Le cadre théorique se construit à partir des deux discours sur lesquels ce programme est fondé: le nihonjinron (théories de particularités japonaises) et le kokusaika (théorie de l'internationalisation). À travers des sondages et des entretiens, nous avons examiné l'attitude de 120 auxiliaires d'enseignement, originaires des cinq pays du cercle intérieur (Kachru, 1985), face à l'expansion globale de l'utilisation de l'anglais et face aux différents modèles d'enseignement de l'anglais. Nos sondages visaient la collection de données tant qualitatives que quantitatives. De plus, le contenu de quatre entretiens nous a permis d'approfondir l'analyse des résultats des sondages recueillis. Nos résultats révèlent un manque général de connaissance concernant le rôle mondial de l'anglais et des impactes qui en découlent pour l'enseignement dispensé. Une formation adéquate des enseignants devrait atténuer les conséquences néfastes qu'un tel manque de connaissance peut engendrer.
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Farina, Marcella. "The working relationship of international teaching assistants and undergraduate students." Master's thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/5223.
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University of Central Florida College of Arts and Sciences Thesis<br>The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.<br>M.A.<br>Masters;<br>Department of Foreign Languages and Literatures<br>Arts and Sciences<br>TESOL<br>72 p.<br>x, 59 leaves, bound : ill. ; 28 cm.
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Coimbra, Marcia H. "International teaching assistants (ITAs) in multiple roles: The impact of an ITA development program on ITAs' effective learning and teaching performance in the American college class." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279939.
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Increasing interest in the quality of undergraduate education has led many U.S. institutions of Higher Education to focus their attention on the qualifications and careful preparation of Teaching Assistants (TAs) in general (Thornburg et al, 2000) and International Teaching Assistants (ITAs) in particular (Tang & Sandell, 2000), especially since the number of nonresident aliens in the graduate population has been rising steadily (Pae, 2001). This dissertation reports the findings of a study which investigated the proposition that when international graduate students are appointed International Teaching Assistants (ITAs), they need specific kinds of mentoring and support that differ from that of their counterparts, American Teaching Assistants (ATAs) because the issues applicable to ITAs encompass more than developing appropriate and efficient teaching behaviors. ITAs must also attend to their competencies regarding the English language, the American culture, and pedagogy, since their ability to communicate their knowledge as both graduate students and teaching assistants is sometimes limited by their competencies in the L2 language, culture, and pedagogy. This multi-case study evaluates the impact of an ITA Program on twenty-three ITAs as graduate students and teaching assistants, and offers an emic perspective on the teaching behaviors and communication skill changes ITAs experienced after participating in the optional semester-long ITA Development Program at the University of Arizona. This research study also provides an emic perspective on how ITAs see themselves in the different roles they perform, and it explores the ITAs' definitions and perceptions of teacher "effectiveness" together with those of their undergraduate students. The results of the analyses of data obtained via quantitative and qualitative methods indicate that the participants received positive benefits from the ITA Development Program and significantly improved their language, cultural and teaching competencies in L2. In addition, the findings show that upon completion of the program, ITAs felt more confident and better prepared to fulfill their multiple roles due to the customized support they received, which provided them with reassurance and encouragement throughout the mentoring process.
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Triplett, Kimberly Mechelle. "Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-092951.
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Lutkewitte, Claire E. "Multimodality is-- : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560841.
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This dissertation identifies if and how graduate teaching assistants and instructors working in the field of rhetoric and composition teach multimodal assignments in first-year composition (FYC) courses. The research questions for this study were as follows:
1) In what ways do graduate teaching assistants and faculty teach multimodal assignments in FYC courses?
2) Are graduate teaching assistants, adjuncts, and contract faculty equally as likely as assistant, associate, and full professors to teach multimodal assignments in FYC courses?
3) What kinds of training do graduate teaching assistants and faculty receive to prepare them to teach multimodal assignments in FYC courses?
4) Do graduate teaching assistants and faculty feel the kinds of training they receive adequately prepare them to teach multimodal assignments in FYC courses? If not, what needs to change?
These research questions were investigated using a combination of online survey research methods and follow-up interviews. This study provides a broad and current analysis, as
well as a reflective picture, of the teaching of multimodal assignments in FYC courses. As a result of quickly evolving technologies, instructors have potentially more opportunities to teach multimodal assignments. However, in some cases, writing program policies and curriculum limit or make it difficult for graduate teaching assistants and instructors to assign multimodal assignments in FYC courses. Thus, this study investigated the ways current graduate teaching assistants and/or instructors teach multimodal assignments despite difficulties and limitations. It also investigated whether or not graduate teaching assistants and instructors receive any training or help in shaping their multimodal pedagogy and whether or not they feel this training or help was adequate. The findings indicate instructors are more willing than their departments to implement multimodal composition pedagogy. The findings also show that instructors teach multimodal assignments in their classrooms in various ways, including the use of different technologies and resources. Evidence suggests that despite their desire for more help from their departments, instructors teach themselves how to use such technologies and resources to implement their multimodal composition pedagogy. The study concludes that how multimodal composition pedagogy is implemented in a writing classroom is more likely an individual instructor’s decision rather than a department’s decision.<br>Department of English
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Liu, Jing. "Mini-lectures of Chinese native speakers of English : a comparative discourse analysis /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9318.
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Seo, Eunhee. "Teaching Assistants' (TAs) Personal Epistemologies and Their Instructional Practices in U.S. Universities: A Mixed Methods Investigation of International TAs and U.S. TAs." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/21769.
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CITE/Language Arts<br>Ed.D.<br>Current teacher education research calls for investigation of the "missing paradigm," the connection between teachers' conceptions of knowledge and learning and their instructional practices. This call has been heeded in the scholarship on personal epistemology that reveals the role of knowledge in learning and instruction within and across various socio-cultural contexts. This study extends the work on the relationship between teachers' personal epistemologies and instructional practices to a previously unexamined population: international and U.S. Teaching Assistants (TAs).
Employing a two-phase explanatory mixed methods approach, this study examines the relationship between personal epistemologies and instructional practices of two teaching assistant (TA) groups, international and U.S.-born, in U.S. university contexts. In the first phase of the study, an epistemological beliefs survey was conducted with two groups of TAs, 106 international and 50 U.S.-born, at four large research universities in the Mid-Atlantic States. Their answers were analyzed with a focus on the relationship between group variables and seven dimensions of personal epistemologies. Building on the initial quantitative study results, in the second phase, a qualitative case study was carried out to investigate the relationship between epistemic positions and teaching practices for four TAs representing international and domestic TA groups within two academic disciplines at a public research university in Philadelphia, PA. Forty four undergraduate student data from focus-group interviews and surveys also were collected to examine the relationship between TAs' instructional practices and student opinions about their teaching.
The quantitative results showed a significant group difference in the knowledge beliefs domain and the relational views domain (p < .001). In general, ITAs held a higher degree in their beliefs about certainty of knowledge than did US TAs. In addition, US TAs assumed a closer relationship with their students than did the ITAs, while unlike common assumptions, US TAs assumed a higher degree of status differentiation from students than did ITAs.
The findings of the qualitative phase of the study revealed that the relationship between TAs' epistemic positions and instructional practices was not fully consistent. In the case of the US TAs, much of the inconsistency of the relationship is explained by the lack of pedagogical knowledge and pedagogic skills, which would enable them to exercise control over the types of instructional approaches that they wanted to implement at a discourse level in class. ITAs' instructional practices were more closely aligned with learning strategies that they had developed through educational experiences in their home countries and with their generalized assumptions about attitudes of U.S. students toward learning. The results also show that ITAs are as qualified and competent instructors in teaching of undergraduate students as US TAs are, and that ITAs' teacher-centered approaches are well received by the students who expect explanation, guidance, direction, and reinforcement on the part of their instructors. In addition, the analysis of TAs' epistemic positions revealed domain specificity as well as group differences to be major compounding factors affecting TAs' professed epistemologies. Pedagogic as well as theoretical implications of the study are discussed.<br>Temple University--Theses
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Sandy, Kirsti A. Hesse Douglas Dean. "Learning by co-teaching mentors and apprentices in an intensive introductory writing class /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960424.
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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 28, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Kenneth Lindblom. Includes bibliographical references (leaves 237-245) and abstract. Also available in print.
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Shirvani, Shahenayati Zahra. "A Comparison of Native and Non-Native English-Speaking Teaching Assistants." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330776/.
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The purposes of this study were to determine whether differences existed between the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows, as perceived by their undergraduate students. In addition, the study sought to determine whether a positive correlation existed between the final grades and the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows as perceived by their undergraduate students. In order to carry out the purposes of this study, six hypotheses were tested concerning the perception of native and non-native undergraduate students toward the communication style and teaching effectiveness of teaching fellows in North Texas State University.
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Walters, Emily M. "The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311.
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Atkins, Anthony T. "Digital deficit : literacy, technology, and teacher training in rhetoric and composition programs." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1301627.
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This dissertation addresses three distinct areas of composition: literacy,technology, and teacher training. The research questions I investigate are as follows:Are graduate programs in rhetoric and composition offering preparation for teaching new literacies, especially with digital technology? If so, what is the nature of that training?Does the faculty within a program perceive that training to be effective? Is thattraining perceived to be effective by graduate students?How do individual programs shape their graduate technology training to reflectand manifest specific programmatic agendas and goals?The first two sets of research questions are investigated using survey research methods. The last research question is addressed via case study methods.Using a multi-methodological research design that includes a national survey and two institutional case studies allows me to combine methodologies to draw meaningful conclusions from the data. For example, the survey helps to provide a brief sketch of the state of technology training in rhetoric and composition programs as well as universities, while detailed case studies provide a context that illustrates how the integration of technology into both the university and rhetoric and composition program affects teacher training. The survey demonstrates that many programs do not require courses or workshops that extend special help to those teaching in computer classrooms especially as technology relates to new literacies. Information from the survey also indicates that rhetoric and composition programs have no procedures in place to assess the state of technology training for new teachers and TAs. This dissertation offers one way of assessing technology training.The case studies reveal that the two universities have grand visions and broad technology initiatives. However, a closer look at university mission statements and specific rhetoric and composition programs reveals that the integration of technology is sometimes a less than smooth one. In one case, the department struggles to implement technology at the grass roots level, while another department, despite the inconsistencies apparent at the university level, seems to succeed at both integrating technology and training new teachers to address the new literacies produced by those digital technologies.<br>Department of English
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Shaw, Janalee. "Perceptions of self-efficacy in graduate assistant composition instructors : a study of novice instructors' feelings about the adequacy of their preparation for teaching." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317918.
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Grönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.
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This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get too little in-service training from their employer about dyslexia and reading difficulties. In addition the English teachers need to become more familiar with what reading strategies are and what new learning assisting materials students with dyslexia can make use of, such as new applications and the new HELP-program.
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Turner, Karine. "Produire et reproduire la langue et la culture à l’école primaire au pays de Galles : Gwaith athrawon a chynorthwywr addysgu yng Nghaerdydd / Le travail d’enseignantes et d’aides-enseignantes à Cardiff." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40564.
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La recherche entreprise dans le cadre de cette thèse doctorale se veut une réflexion sur le travail des enseignantes et des aides-enseignantes d’une école primaire de langue galloise, à Cardiff, capitale du pays de Galles. Ce travail apparait marqué par des rapports de force entre la langue majoritaire (anglais) et la langue minoritaire (gallois), et s’inscrit dans un contexte sociétal de revendication et de reconnaissance de la langue en situation diglossique. Par l’entremise d’observations consignées dans un journal de bord réflexif et d’entretiens semi-dirigés, j’explore la façon dont ces membres du personnel de l’école contribuent à la (re)production de la langue et de la culture galloises. Plus précisément, j’appréhende leur travail au regard de deux dimensions de cette (re)production linguistique et culturelle, soit : les politiques linguistiques éducatives et la culture de l’école. Les résultats de cette enquête ethnographique, présentés dans le cadre d’articles scientifiques, mettent en évidence les voix et les perspectives des aides-enseignantes et enseignantes, encore trop peu présentes dans les travaux de recherche sur l’éducation en gallois.
Le premier article vise à démontrer que le travail des enseignantes et des aides-enseignantes s’inscrit dans un processus dynamique de mise en oeuvre des politiques linguistiques éducatives. De fait, celles-ci sont en mesure d’adopter, de résister, de négocier, voire même de créer ces politiques au sein de l’école ou de la salle de classe. Leurs discours et leurs pratiques montrent qu’elles se questionnent quant à la place à accorder à la langue majoritaire, et qu’elles sont parfois à la recherche de compromis visant à mitiger les effets néfastes perçus à l’égard d’un règlement scolaire qui interdit l’usage de l’anglais. Le deuxième article de cette thèse explore la notion de la culture de l’école. Compte tenu de la prévalence de la langue anglaise à Cardiff et dans la plupart des foyers des élèves qui fréquentent cette école, les enseignantes et aides-enseignantes réalisent un important travail de valorisation de la langue et de la culture galloises. En s’appropriant la mission de l’école et en perpétuant des traditions et rituels, elles contribuent à façonner la culture de l’école d’une manière qui permet aux élèves d’évoluer dans un cadre à la fois communautaire et familial, ancré dans la langue et la culture galloises. Enfin, par l’entremise du troisième article, l’ensemble des données de cette étude sont mises en relation avec mon parcours de chercheure franco-ontarienne, confrontée aux défis de l’apprentissage d’une langue et de l’ethnographie en milieu non familier. Je pose un regard critique sur mon positionnement d’Insider/Outsider en exposant tant les aspects qui provoquent un rapprochement au terrain que ceux qui entraînent une distance avec celui-ci. Il s’agit, entre autres, d’un aller-retour entre ma familiarité avec le contexte sociétal de la langue au pays de Galles, qui s’apparente à celui de l’Ontario français, et le sentiment d’éloignement provoqué par mon immersion dans un milieu scolaire entièrement gallois.
Cette ethnographie se veut à la fois une enquête sur le rôle des enseignantes et des aides-enseignantes dans la (re)production de la langue et de la culture galloises, et un examen de ce que signifie mener une ethnographie dans un contexte linguistique minoritaire autre que celui auquel appartient la chercheure.
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(13695944), P. J. Truasheim. "Empowering reflective practice." Thesis, 1995. https://figshare.com/articles/thesis/Empowering_reflective_practice/20923906.
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<p>This study focuses on a program for the professional development of native speakers of Mandarin Chinese who come from China to function as Chinese language teaching assistants in an Australian primary school for a period of around one year The program. referred to as the Overseas Chinese Language Assistant in Teaching (OCLAiT) Program seeks to develop a reflective approach to the teaching task in the experience of the teaching assastant as they adjust to the culturally different social and educational context of their pedagogical practice.</p>
<p>The notion of teacher empowerment is seen to provide a philosophical framework for the actions and attitudes of classroom teachers, department heads and other school authorities that help to facilitate the development of this reflective approach reflection on practice in a environment of teacher empowerment results in appropriately modified or sustained effective teaching practice.</p>
<p>Reflection and empowerment are considered in the light of the literature which describe these phenomena: both are associated with characteristic behaviour and attitudes. The identification of these characteristics provides a basis for the investigative part of this study which focuses on the experience of one particular teaching assistant over a 15 month period. Of particular note is the use of a modified form of stimulated recall interviewing (SRI) which is used to detect the presence of a "reflective cycle" (Wallace, 1991) in which the process of reflection on teaching practice affects that practice; the informed practice is subsequently reflected on, and so on. Other forms of investigation including interviews, written reports, and a questionnaire completed by seven (7) Australian teachers who observed the teaching assistant's teaching practice on a weekly basis over a one year period.</p>
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Przeczková, Tereza. "Role neslyšícího asistenta a neslyšícího pedagoga na základní škole pro žáky se sluchovým postižením v hodinách českého jazyka." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343245.
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The thesis deals with the roles of the deaf assistant and deaf teacher in a primary school for pupils with hearing impairment in the Czech language lessons. It can be notionally divided into two parts. The first part is dedicated to the theoretical education of the deaf, mainly to presentation of bilingual education and its application in contemporary education in our country and abroad. Thesis discusses the Czech sign language and the differences between it and the Czech language in the context of teaching Czech as a second language for the deaf. Adequate space is devoted to deaf assistant and deaf teacher and their work in the classroom in cooperation with hearing teacher. The second notional part contains analyzed data and results interpretation of the research, which was carried out through questionnaires and participant observation in classrooms. The outputs of the research showed that from view of respondents is presence of deaf teaching staff important for many different reasons. Involvement of deaf teacher in the learning process emerged almost equal as the participation of a hearing teacher. Participation of deaf assistant depends more on the individual agreement with the hearing teacher. The pairs had divided competencies in different ways.
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Bendová, Lucie. "Úloha asistenta pedagoga v logopedické třídě MŠ." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-392736.
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The diploma thesis focuses on the role of teacher assistant in the nursery class. Its aim is to capture the activities that the assistant teacher performs in this class through qualitative research. The main aim of the research was to describe the activities of the teacher assistant that support pupils directly in the logopedic class of the kindergarten. The research was carried out at the nursery class of the kindergarten. The case studies of five pupils were processed on the basis of documentary analysis and observation and teacher assistant activities were categorized. It has been found that pupils has disruptive communication skills that has been shown since the beginning of development and, besides communication skills, involves in other areas of development. Teacher assistant pays attention to all pupils in the class. Activities that encourage them to engage in education and all kindergarten activities do not differ in content. His work focuses mainly on ensuring understanding, orientation and involvement of pupils in every situation. KEYWORDS Teacher Assistant, Pupil with Special Educational Needs, Speech and Language Disorders, Nursery School, Class for children with speech and language disorders, Special Education
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Joseph, Allen. "An examination of the perspectives of five Assistant Language Teachers (ALTs) regarding their dual roles as English language teachers and purveyors of internationalization in Japan." Thesis, 2013. http://spectrum.library.concordia.ca/977059/1/Allen_MA_s2013.pdf.
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This qualitative study examines the field experience of Canadian Assistant Language Teachers (ALTs) hired by the Japan Exchange and Teaching (JET) Program to teach in high schools across Japan, in order to shed some light on the role expectations of the teachers and the true impacts of the program. The focus is on providing ALTs with a voice through which their unique perspectives can be revealed. Five ALTs who had recently completed their assignments with the JET program were interviewed on their experience regarding their dual roles as assistant language teachers and cultural ambassadors, and on their roles in the Japanese workplace in general. Research participants were recruited from the greater Montreal area. The interviews were transcribed and the resulting narratives were examined for emerging themes. This analysis was complemented by the author’s first-hand experience as a former JET participant. Results reveal that positive relationships between ALTs and their Japanese co-workers are essential to their successful performance in the workplace and for a smooth acculturation process for both sides. Findings contribute to the current limited body of research into ALT perceptions and debunk the notion that only native speakers can or should be considered for recruitment as ALTS, thus opening pathways for further research in this area of growing importance with rapid internationalization and globalization.
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Joshua, Jennifer Joy. "Guidelines for language teachers in assisting disadvantaged learners in the junior primary phase." Diss., 1995. http://hdl.handle.net/10500/17031.
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The Junior primary teachers have the task of catering for the needs of pupils of varying
abilities in their charge. With the admission of culturally different groups of children (many
of them from disadvantaged communities) to schools previously accustomed to having one
cultural group, this task of catering for the needs of pupils presents a problem as teachers
are not trained to deal with disadvantaged children.
The aim of this study was to formulate scientifically sound guidelines according to which
class teachers can plan and implement language programmes for disadvantaged learners.
In order to formulate such guidelines, a theoretical investigation was undertaken on normal
language development and on the effects of disadvantagement on the scholastic and
language performance of the child. Various programmes available for disadvantaged
learners which are being implemented in other countries were evaluated.
On the basis of these findings guidelines were suggested to class teachers for planning
language programmes for disadvantaged learners.<br>Teacher Education<br>M. Ed. (Orthopedagogics)
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Madlala, Muzi Erick. "An analysis of teachers' use of various means of assisting learners' performance in the second language lessons where new materials are being trialled." Thesis, 1998. http://hdl.handle.net/10413/5916.
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This dissertation investigates the impact on classroom practice of the use of new language texts which are based on the Thinking Actively in a Social Context (TASC) model, and the principles of Communicative Language Teaching (CLT). Draft materials of a newly published series, Language in My World, were used by the researcher. The central aim of the study was to establish whether the use of the new materials, without accompanying in-service training in their use, would effect any change in the teaching methodology of the participant teachers, as well as a change in learner involvement. A qualitative, non-participatory method of observation was applied. Four teachers from one rural ex-Department of Education and Training (DEC) school, and seven teachers from two ex-KwaZulu-Natal Department of Education and Culture (KDEC) rural schools, participated in the study. Lessons were observed over a period of six weeks. The research design, the field work, and analysis of the observed lessons are described and recorded. The findings indicate aspects of classroom practice which hinder the effective learning and teaching of English as a second language. Learners were not taught by adequately trained teachers. In most of the lessons observed, the teachers engaged in the 'recitation script' and there was no sensitization of learners to show their understanding of the texts. Learners were not given the opportunity to analyze the information received in the light of their own experiences and emotions. Teachers needed to be taught about the principles of CLT. The climate at many schools (not enough classrooms, no toilet facilities, no learning resources), is not conducive to learning. The implications of the findings are considered. Certain recommendations from the findings are made which will enable. teachers to develop their professional knowledge and improve their teaching practice.<br>Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.
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Keplinger, Gudrun Isolde. "Auf dem Weg vom Lehrenden zum Lernbegleiter: Der Einsatz von EPOSTL und Englisch-Assistent-WEB zur Professionalisierung von Englischlehrenden für die Sekundarstufe I an Pädagogischen Hochschulen." Doctoral thesis, 2014. https://tud.qucosa.de/id/qucosa%3A28749.
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Die Arbeit verfolgt die Frage, wie zwei Werkzeuge der Hochschuldidaktik, das Europäische Portfolio für Sprachstudierende in Ausbildung (EPOSA) und der Englischassistent, für die Professionalisierung von zukünftigen Lehrenden an Neuen Mittelschulen unter besonderer Berücksichtigung des geänderten Verständnisses von Lehrenden als Lernbegleitern unterstützend eingesetzt werden können.
Nach einer Darstellung des theoretischen Rahmens und Positionierung des Themas im Kontext, verfolgt die empirische Arbeit die Beantwortung von 20 Forschungsfragen und Untersuchung von vier Hypothesen, welche mithilfe quantitativer und qualitativer Erhebungs- und Auswertungsverfahren realisiert und an dem Anforderungsprofil für NMS-Lehrer/-innen, sowie den Konstrukten „Selbstwirksamkeitserwartung“, „Motivation“, „Autonomes Lernen“, „Lernklima“ und „Reflexionskompetenz“ orientiert ist.
Die Analysen der durch Befragungen, Gruppendiskussionen und Experteninterviews gewonnenen Daten machen Ansatzpunkte und Problemfelder der Verwendung des EPOSA und Englischassistenten sichtbar.
Die Ergebnisse zeigen hohe Akzeptanz des EPOSA als Reflexionstool und als Begleiter im kontinuierlichen Professionalisierungsprozess bei den befragten Personen. Große Defizite wurden in den Kompetenzbereichen des „autonomen Lernens“, „Beurteilung“ und „Kulturbewusstsein“ sichtbar gemacht.
Dem Englischassistenten wird Potential vorwiegend im Bereich des Diagnosetools und als Hilfsmittel in der „professionellen Lerngemeinschaft“ zugeschrieben. Überarbeitungsbedarf wird in Bezug auf kompetenzorientierte und dem kommunikativen Ansatz folgende Aufgabenstellungen offensichtlich.
Zusammenfassende Empfehlungen für die weitere Verwendung und Entwicklung der beiden Werkzeuge, sowie ein Ausblick auf geplante zukünftige Forschungstätigkeit beschließen die Arbeit.<br>This paper aims to answer the question how the European Portfolio for Student Teachers of Languages (EPOSTL) and the “Englischassistant” can assist the process of teacher training perceiving the teacher’s primary role as the one of a “coach” rather than an “instructor”.
Following a close description of the theoretical framework and positioning the topic in its context, the empirical work is geared towards finding answers to 20 research questions and verifying four hypotheses. Both quantitative and qualitative methods were used and the empirical work was oriented to requirements set in the NMS-teacher-profile and the concepts “Self-efficacy”, “Motivation”, “Independent Learning”, “Learning Climate”and “Reflective Competence”.
The analyses of the data collected by means of surveys, group discussions and expert interviews made starting points and problem areas of the use of the EPOSTL and the “Englischassistent” apparent.
The results showed wide acceptance of the EPOSTL as a tool to assist both reflective processes as well as life-long learning among the respondents. Deficits in the following areas of competence became obvious: “Independent Learning”, “Assessment” and “Cultural Awareness”.
The “Englischassistent” was accredited potential primarily as an assessment tool and as an aid in the “Professional Learning Community”. A better orientation towards the “Communicative Approach” and developing skills was said to be urgently required.
The main findings are summarized in a set of recommendations concerning further usage and development of the two tools. Together with a brief description of future research projects it can be found in the final passage of the paper.