Academic literature on the topic 'English teachers – Australia – Attitudes'
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Journal articles on the topic "English teachers – Australia – Attitudes"
Oliver, Rhonda, Judith Rochecouste, Samantha Vanderford, and Ellen Grote. "Teacher awareness and understandings about Aboriginal English in Western Australia." Australian Review of Applied Linguistics 34, no. 1 (January 1, 2011): 60–74. http://dx.doi.org/10.1075/aral.34.1.04oli.
Full textOliver, Rhonda, and Haig Yvonne. "Teacher perceptions of student speech." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.
Full textLee, Jackie. "Attitudes towards disputable usages among Australian teachers and students." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 109–29. http://dx.doi.org/10.1075/aral.25.1.06lee.
Full textWikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.
Full textFan, Jie. "Chinese ESL Learners’ Perceptions of English Language Teaching and Learning in Australia." English Language Teaching 12, no. 7 (June 20, 2019): 139. http://dx.doi.org/10.5539/elt.v12n7p139.
Full textClyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
Full textAerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/prosoc.v3i1.1821.
Full textHu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.
Full textJafar, Muhammad Basri. "MAINSTREAM TEACHERS’ ATTITUDE AND APPROACHES TO SUPPORT CHILDREN’S BILITERACY DEVELOPMENT IN AUSTRALIAN CLASSROOM CONTEXT." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 153. http://dx.doi.org/10.15639/teflinjournal.v21i2/153-171.
Full textSantos, Mae Jhelene L., Kaitlyn A. Merrill, Jennifer D. Gerdts, Moshe Ben-Shoshan, and Jennifer L. P. Protudjer. "Food Allergy Education and Management in Schools: A Scoping Review on Current Practices and Gaps." Nutrients 14, no. 4 (February 9, 2022): 732. http://dx.doi.org/10.3390/nu14040732.
Full textDissertations / Theses on the topic "English teachers – Australia – Attitudes"
Haig, Yvonne G. "Teacher perceptions of student speech." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1030.
Full textYoo, Joanne. "A narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learn." University of Sydney, 2008. http://hdl.handle.net/2123/4132.
Full textThe teaching and learning field has been renowned for being a rapidly changing and multifaceted environment. Moreover, being both intensely personal and public, the process of cultivating, discovering and relaying knowledge has also been influenced from a wide range of participating individuals to the broader groups in society. Such numerous possibilities for interaction have highlighted the difficulty of defining ‘good’ teaching and learning, especially considering the growing objectivism of modern day value systems. An increasing number of educators have thereby responded to this confusion by returning to more fundamental and holistic views of ‘knowing’ the ‘other.’ Such rising concerns for holistic teaching and learning practices represent many exciting possibilities for developments towards authenticity and autonomy, as teachers become responsible explorers of their profession. The current study is an autoethnography of my own teaching experiences at a small Korean Christian University. It captures my desires to develop greater sensitivity and empathy as a critical teacher practitioner, and further documents efforts to acquire aesthetic and creative skills as a writer. Ultimately, through my experiences as a teacher researcher, I have sought to develop a deeper picture of the knowing process as a rich and mutual dialogue between the 'knower' and the 'other.’ To do this, I have constructed eight stories based on my teaching experiences. The first describes the reflections accompanying my experiences of writing, whilst the next three involve narrative portrayals of certain striking colleagues and students. The following two stories convey the ‘faith’ and ‘acceptance’ experienced through the study, and the last two act as a form of reflective closure to the overall teaching and researching experience Since I believed that the symbolic and holistic nature of story writing could convey the depth, complexity and open-endedness of the knowing process, I have chosen narratives and reflective writing to capture and depict my experiences (Van Manen, 1997). Interviews and journals writing of my students and my colleagues have also been included to further explore these ideas. Accordingly, this current study seeks to portray a view of 'knowing' that enables teachers and students to become co-researchers, who can cultivate sensitivity, creativity and empathy towards the 'other.’
Bunts-Anderson, Kimberly. "Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.
Full textBibliography: p. 372-438.
Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.
Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.
Mode of access: World Wide Web.
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Madzo, Daniela. "Teachers’ Attitudes Towards Teaching English Pronunciation." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51748.
Full textPhothongsunan, Sureepong. "Attitudes of Thai university students towards native English speaking teachers and Thai English teachers." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414047.
Full textAkbar, Rahima. "Students' and teachers' attitudes towards Kuwaiti English code-switching." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/55661/.
Full textAldujayn, Norah Nasser. "Attitudes Toward Creativity Among Saudi EFL Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo157598006406076.
Full textVanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.
Full textFinkle, Sheryl L. "The relationship of English studies to the knowledge, attitudes, and skills of English teachers /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444257825.
Full textWong, Bik Fun. "Students' attitudes toward the expatriate teachers scheme." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/121.
Full textBooks on the topic "English teachers – Australia – Attitudes"
Marshall, Bethan. English teachers: The unofficial guide : researching the philosophies of English teachers. New York: Routledge, 2000.
Find full textAnn, Game, ed. Teachers who change lives. Carlton, Vic: Melbourne University Press, 2006.
Find full textMalenka, Margaret M. Searching literature for moral guidance: The development of a prospective English teacher. East Lansing, Mich: National Center for Research on Teacher Learning, Michigan State University, 1995.
Find full textWaltzing the magpies: A year in Australia. Ann Arbor: University of Michigan Press, 2004.
Find full textEvans, Colin. English people: The experience of teaching and learning English in British universities. Buckingham: Open University Press, 1993.
Find full textOstrowski, Steven. How English is taught and learned in four exemplary middle and high school classrooms. Albany, N.Y: National Research Center on English Learning & Achievement, University at Albany, State University of New York, 2000.
Find full textA tramp's wallet. Macon, Ga: Mercer University Press, 2011.
Find full textHagens, Sheilagh A. Attitudes toward Konglish of South Korean teachers of English in the Province of Jeollanamdo. St. Catharines, Ont: Brock University, Faculty of Education, 2005.
Find full textHavelock, Ellis. Kanga Creek: Havelock Ellis in Australia. Sydney: Picador, 1989.
Find full textWalkabout year: Twelve months in Australia. Columbia: University of Missouri Press, 1995.
Find full textBook chapters on the topic "English teachers – Australia – Attitudes"
Boyle, Christopher, Kelly-Ann Allen, and Jessica Grembecki. "Teachers’ Attitudes to Inclusive Education in Australia." In Research for Inclusive Quality Education, 13–27. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_2.
Full textSelama, Sid Ali. "The Algerian Newly Recruited Teachers’ Attitudes Toward Professional Development." In English for Specific Purposes Instruction and Research, 227–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32914-3_12.
Full textMoussu, Lucie. "Academic English Learners’ Attitudes Towards Native and Non-Native English-Speaking Teachers." In Teacher Education and Professional Development in TESOL, 68–80. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-4.
Full textJedynak, Małgorzata. "The Attitudes of English Teachers Towards Developing Intercultural Communicative Competence." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning, 63–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_6.
Full textDenman, Christopher, and Rahma Al-Mahrooqi. "Teachers’ Attitudes Toward Alternative Assessment in the English Language Foundation Program of an Omani University." In English Education in Oman, 59–73. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_4.
Full textHernandez, Hjalmar Punla. "Philippine English and Teaching It: Awareness and Attitudes of Grassroots Filipino English Language Teachers." In Handbook of Research on Teacher Education, 293–312. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_15.
Full textDinh, Thuy Ngoc, and Fenty Lidya Siregar. "Intercultural Competence and Parsnip: Voices From Teachers of English in Australia." In Intercultural Competence Past, Present and Future, 255–74. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8245-5_12.
Full textDinh, Thuy Ngoc, and Fenty Lidya Siregar. "Intercultural Competence and Parsnip: Voices From Teachers of English in Australia." In Intercultural Competence Past, Present and Future, 255–74. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8245-5_12.
Full textTafazoli, Dara. "English Language Teachers’ Attitudes Towards Computer-Assisted Language Learning: SWOT Analysis in Spain." In English Language Teaching: Theory, Research and Pedagogy, 277–94. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2152-0_16.
Full textProšić-Santovac, Danijela, Vera Savić, and Shelagh Rixon. "16. Assessing Young English Language Learners in Serbia: Teachers’ Attitudes and Practices." In Integrating Assessment into Early Language Learning and Teaching, edited by Danijela Proši-Santovac and Shelagh Rixon, 251–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924825-019.
Full textConference papers on the topic "English teachers – Australia – Attitudes"
Lubis, Gisca Irdayana, Rahmat Husein Napitupulu, and I. Wayan Dirgeyasa. "English Teachers’ Language Attitudes with Different Academic Background." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.137.
Full textZhou, Dan, and Lulu Hou. "An Investigation of Freshmen’ Attitudes Toward Their Native and Nonnative English Teachers." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.274.
Full textSetyaningrum, Wahyu. "Pre-service mathematics teachers’ attitudes towards learning English: A case study in Yogyakarta." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995158.
Full textBouali, Assya. "TEACHERS’ MOTIVATION AND ATTITUDES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING IN ENGLISH LANGUAGE TEACHING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0239.
Full textGoodwyn, Andy. "Contested Territories: English Teachers in England and Australia Remain Resilient and Creative in Constraining Times." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436475.
Full textSalekhova, Leila, Ksenia Grigorieva, Alina Sultanova, and Airat Tuhvatullin. "PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ ATTITUDES TO MEDIATION ACTIVITIES IN A RUSSIAN-SPEAKING EDUCATIONAL ENVIRONMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1364.
Full textPokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.
Full textKodirova, Oxana, and Lynn Henrichsen. "Experienced ESL Teachers’ Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students." In Virtual PSLLT. Iowa State University Digital Press, 2022. http://dx.doi.org/10.31274/psllt.13337.
Full textUchida, Yoko, and Junko Sugimoto. "A Survey of Japanese English Teachers' Attitudes Towards Pronunciation Teaching and Knowledge on Phonetics: Confidence and Teaching." In ISAPh 2016 International Symposium on Applied Phonetics. ISCA: ISCA, 2016. http://dx.doi.org/10.21437/isaph.2016-8.
Full textNga, Tran Thanh. "Academic Writing: Attitudes and Self-efficacy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.5.
Full textReports on the topic "English teachers – Australia – Attitudes"
Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.141.
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