Journal articles on the topic 'Instructors' beliefs'
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1
Diab, Rula L. "Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study." TESL Canada Journal 23, no. 1 (October 1, 2005): 28. http://dx.doi.org/10.18806/tesl.v23i1.76.
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The purpose of this study was to investigate ESL instructors' feedback techniques and the rationales behind these techniques, to explore ESL students' beliefs about the relative effectiveness of various types of feedback, and to compare students' beliefs with those of their instructors. A university-level ESL instructor and two of her students participated in this case study. Data were collected by think-aloud protocols and semistructured interviews, and results revealed four major categories: (a) types of feedback the instructor emphasized, (b) the instructor's beliefs about teaching writing, (c) students' beliefs about learning to write, and (d) students' views on the effectiveness of teachers' feedback strategies. Because some of the instructor's beliefs seemed to conflict with her students' views, it was concluded that teachers should make an effort to explore their students' beliefs about writing, feedback, and error correction and to try to bridge any gap between their own and their students' expectations.
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Barnes, M. Elizabeth, and Sara E. Brownell. "Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution." CBE—Life Sciences Education 15, no. 2 (June 2016): ar18. http://dx.doi.org/10.1187/cbe.15-11-0243.
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Evolution is a core concept of biology, and yet many college biology students do not accept evolution because of their religious beliefs. However, we do not currently know how instructors perceive their role in helping students accept evolution or how they address the perceived conflict between religion and evolution when they teach evolution. This study explores instructor practices and beliefs related to mitigating students’ perceived conflict between religion and evolution. Interviews with 32 instructors revealed that many instructors do not believe it is their goal to help students accept evolution and that most instructors do not address the perceived conflict between religion and evolution. Instructors cited many barriers to discussing religion in the context of evolution in their classes, most notably the instructors’ own personal beliefs that religion and evolution may be incompatible. These data are exploratory and are intended to stimulate a series of questions about how we as college biology instructors teach evolution.
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Hasan, Zahir. "The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy." Indonesian Journal of EFL and Linguistics 7, no. 2 (November 24, 2022): 215. http://dx.doi.org/10.21462/ijefl.v7i2.486.
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This research study examines teaching beliefs of English-language instructors in Japan, and how their pedagogy is influenced by those beliefs. An Interpretative Phenomenological Analysis (IPA) research design was used. Seven English-language instructors employed full-time in universities in Tokyo prefecture of Japan participated in this study. Social Cognitive Theory was used as the theoretical framework. It was observed that each instructor’s beliefs interacted in a complex manner within the higher education system in Japan, which impacted instructors’ teaching practices. This study demonstrated that language instructors’ self-efficacy (LTSE) beliefs are intrinsically related to their pedagogy. It revealed a complex relationship between what instructors think and what they may do in class. Findings of this study suggest that English Language instructors’ beliefs are key to their decision-making. In addition, the findings will provide valuable implications for ways to better understand the impact that personal beliefs of instructors have on curriculum and learning. Finally, it has implications for professional education programs for teachers and brings attention to potential research directions for scholars.
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Hasan, Zahir. "Exploring the Influence of Beliefs of Instructors on Adoption of Technology in Teaching." Indonesian Journal of EFL and Linguistics 6, no. 2 (November 15, 2021): 369. http://dx.doi.org/10.21462/ijefl.v6i2.381.
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The implementation of Emergency Remote Teaching (ERT) due to Covid-19 pandemic resulted in classes being taught online. This research study examines computer-mediated instruction as it is influenced by beliefs of English-language instructors, and how those instructors make sense of their beliefs regarding computer-mediated online instruction tools. An Interpretative Phenomenological Analysis (IPA) research design was used. English-language instructors employed full-time in universities in Tokyo participated in this study. It appeared that each instructor’s beliefs interacted in a complex manner to technology which impacted instructors’ teaching practices related to the use of computer-mediated instruction. It revealed a multifaceted relationship between what instructors’ think and what they do in class in relation to computer-mediated tasks. Findings of this study suggest that English language instructors are navigating competently, yet cautiously in the digital age. This study suggests technology integration into the English language curriculum will require a greater collaborative effort by relevant stakeholders in recognizing instructors’ beliefs as vital to technology acceptance
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Jaya Negara, Gede Agus. "KARAKTER PANCA PANDAWA DALAM EPOS MAHABARATA SEBAGAI PEDOMAN MENJADI PENYULUH AGAMA HINDU YANG BERKARAKTER." Maha Widya Duta : Jurnal Penerangan Agama, Pariwisata Budaya, dan Ilmu Komunikasi 6, no. 1 (April 30, 2022): 69. http://dx.doi.org/10.55115/duta.v6i1.2019.
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The existence of different views or beliefs will be difficult to avoid friction or conflict. Conflict of belief is a dynamic that occurs in people's lives in Indonesia. Religious instructors are very risky and important jobs in improving the quality of religious life in accordance with their beliefs and beliefs as well as increasing religious harmony in their respective fostered areas so that no more problems arise due to differences in views based on religion. An instructor must have a good character like the character of the Panca Pandavas in the Mahabharata epic, this character can be guided by Hindu religious instructors in carrying out their duties and functions. The epic Mahabharata is one of the stories contained in Itihasa about the journey of the Kuru people with the core story being in the conflict between the Panca Pandavas and the Kauravas. The Panca Pandavas themselves are children born from the incarnation of the gods with almost perfect characteristics. It is this trait that must be imitated by Hindu religious educators in order to become instructors who have characters such as wise characters, firm in their views, honest, brave, loyal, gentle, polite, patient, confident, obedient, steadfast, smart and thorough.
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Elgoudman, Khatmeh Suleiman, and Kamariah Yunus. "ENGLISH LITERATURE INSTRUCTORS’ BELIEFS AND ACTUAL PRACTICES OF INTEGRATING WEB APPLICATIONS IN HA’IL UNIVERSITY." International Journal of Humanities, Philosophy and Language 2, no. 8 (December 5, 2019): 28–50. http://dx.doi.org/10.35631/ijhpl.28003.
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This study purports to explore differences and similarities between literature instructors’ beliefs and actual practices of integrating Web applications in literature courses in Ha'il University. This study was designed as a descriptive case-study triangulating several data collection methods such as semi-structured interviews and observation. The data of the interviews and observation were analysed in themes. The results showed that a majority of instructors’ beliefs aligned well with their practices about integrating Web applications with teaching literature while one participant’s beliefs conflicted with her teaching practices. Result also supported the argument that instructor belief plays an important role in instructional decision making in the teaching practice while sometimes differed with their classroom practice. Results also revealed that the actual Web applications usage found in the four cases demonstrated positive result for the integration of Web applications. This provides evidence to support previous research results about the benefits that Web applications have in possibly connecting informal learning to the formal learning environment. On the other hand, although four individual instructors’ actual use of Web applications differed from case to case, they all believed that there were many benefits as well as challenges when integrating Web applications in literature courses. Furthermore, the results demonstrated an increasing usage trend among the four individual participants based on the estimated percentage of Web applications usage in their literature courses. Nonetheless, four participants in this study seemed to only bring out a few aspects of Web applications’ potential. To make the best of Web applications, more research is needed in identifying best practices of various Web applications in teaching literature and explaining complicated instructors' beliefs about the effectiveness of Web applications in teaching literature.
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Guadu, Zelalem Berhanu, and Emily Joy Boersma. "EFL Instructors’ Beliefs and Practices of Formative Assessment in Teaching Writing." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 42. http://dx.doi.org/10.17507/jltr.0901.06.
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The purpose of this study was twofold: firstly to assess EFL instructors’ beliefs and practices of formative assessment in teaching writing, and secondly to determine the relationship between their beliefs and practices of formative assessment. Utilizing a mixed methods approach and an explanatory design, both qualitative and quantitative data were gathered and analyzed. The data were generated from 25 EFL instructors teaching writing skills via a five point Likert scale questionnaire and semi-structured interview as well as students’ assessment papers. The Data from the close-ended questionnaire were analyzed through descriptive and inferential statistics whereas those from open-ended questionnaire, interview and students’ papers were analyzed through description and thematic categorization. The findings showed that writing skills teachers have a positive belief toward the importance of formative assessment, and they practice it at medium level. Moreover, the statistical analysis showed a positive, moderate and significant correlation between instructors’ beliefs and their practices (r (23) =.569, p<0.01). Nevertheless, the triangulation made with the qualitative data revealed instructors’ beliefs and their actual practices are incongruent.
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Elshawa, Niveen R. M., Ain Nadzimah Abdullah, and Sabariah Md Rashid. "Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms." International Journal of Education and Literacy Studies 5, no. 2 (April 30, 2017): 29. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.29.
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Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the tertiary level, is important since it can help improve the quality of assessment practices as well. Therefore, this study investigated English language instructors’ assessment beliefs in the Malaysian context. This study adopted a cross-sectional research design. The survey method was utilized to collect data from six Malaysian universities using a purposive sampling strategy. English language instructors (n=83) were selected via purposive sampling for the study. Findings of the study revealed that English language instructors believed that the purpose of assessment was to improve teaching and learning. Regarding the assessment beliefs that are related to the assessment purposes, analyses of data showed that the items that received the highest percentage of agreement were diagnosing strength and weaknesses in students, providing information about students’ progress and providing feedback to students as they learn, respectively. Although they reported using both formal and informal assessment of their students’ work, English language instructors relied heavily on paper and pencil assessment while giving more weightage on formative assessment. The majority of English language instructors reported employing marking schemes for the courses they taught, carrying out sample marking and providing feedback. Finally, English language instructors reported using different types of assessments for every language skill taught in their language unit/center. The findings highlight the fact that English instructors should be more empowered in their role as the assessors of students. Their knowledge about what, how, when to assess should be developed through long professional development courses; one-shot workshops or seminars would not be enough to improve instructors’ assessment literacy.
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Conatser, Phillip, Martin Block, and Bruce Gansneder. "Aquatic Instructors’ Beliefs Toward Inclusion: The Theory of Planned Behavior." Adapted Physical Activity Quarterly 19, no. 2 (April 2002): 172–87. http://dx.doi.org/10.1123/apaq.19.2.172.
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The purpose was to (a) examine aquatic instructors’ beliefs (female, n = 82; male, n = 29) about teaching swimming to individuals with disabilities in inclusive settings and (b) test the theory of planned behavior model (Ajzen, 1985, 1988, 2001). Aquatic instructors from 25 states representing 122 cities across the U.S. participated in this study. The instrument, named Aquatic Instructors’ Beliefs Toward Inclusion (AIBTI), was an extended version of the Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities— Swim (Conatser, Block, & Lepore, 2000). A correlated t test showed aquatic instructors’ beliefs (attitudes toward the behavior, normative beliefs, perceived behavioral control, intention, behavior) were significantly more favorable toward teaching aquatics to individuals with mild disabilities than individuals with severe disabilities. Stepwise multiple regression showed perceived behavioral control and attitude significantly predicted intention, and intention predicted instructors’ inclusive behavior for both disability groups. Further, results indicated the theory of planned behavior predicts aquatic instructors’ behavior better than the theory of reasoned action.
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Warren, Jeffrey M., Camille L. Goins, Leslie A. Locklear, Dana L. Unger, Tiffany M. Locklear, Gerald Neal, Claudia Nickolson, and Gretchen G. Robinson. "Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution." Journal of Effective Teaching in Higher Education 3, no. 2 (December 15, 2020): 76–91. http://dx.doi.org/10.36021/jethe.v3i2.124.
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The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included.
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Attiat, Madhr. "Analyzing Traditional and Alternative Assessment Forms in University Instruction Settings through Planned Behavior Theory." Dirasat: Human and Social Sciences 49, no. 1 (August 2, 2022): 305–24. http://dx.doi.org/10.35516/hum.v49i1.1661.
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This study aims to investigate the use of traditional and alternative assessments, and the level of valuing assessments, from university instructor perspectives. In addition, it also aims to examine the capability of Ajzen's theory of planned behavior (TPB) at interpreting assessment practices and valuing assessments. A questionnaire consisting of two sections was designed to identify the assessments practiced by the instructor, the valuing assessment level, and the behavioral beliefs and intentions according to Ajzen’s TPB. The sample was comprised of 348 instructors who were randomly chosen from (BAU) in Jordan. The results showed an average-level practice of traditional and alternative assessments, as well as a high level of valuing assessments. There were no statistically significant differences in the practices of traditional and alternative assessments due to the instructor's gender, college, academic rank. In contrast, statistically significant differences were shown in the assessment practices that were based on essay tests, projects, and observations, due to the attended number of training workshops, in the university assessment. Results from a hierarchical linear regression analysis revealed that TPB explained a significant proportion of variance in alternative assessment practices: 43.8% in homework, 28.5% in observation, 21.5% in projects, 14.8% in peer evaluation, and 11% in self-evaluation, which was the lowest. However, behavioral beliefs and intention components contributed highly to the explanation of alternative assessment practices. This study recommends utilizing of TPB to explain the academic practices of university instructors.
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Huensch, Amanda. "Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs." Language Teaching Research 23, no. 6 (April 2, 2018): 745–64. http://dx.doi.org/10.1177/1362168818767182.
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The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish ( n = 127), French ( n = 89), and German ( n = 80) teaching basic language courses (i.e. the first four semesters) at 28 large (e.g. more than 15,000 students), public universities in the United States completed an online survey reporting on their training, classroom practices, and beliefs. Similar to ESL/EFL contexts, the results indicated that instructors believe it is important to incorporate pronunciation in class and that it is possible to improve pronunciation. However, the findings also indicated that instructors have goals which simultaneously prioritize intelligibility and accent reduction. Implications include the need for research on which pronunciation features influence intelligibility in languages other than English and for materials designed to target these features.
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Ferrare, Joseph J. "A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences." CBE—Life Sciences Education 18, no. 2 (June 2019): ar26. http://dx.doi.org/10.1187/cbe.17-12-0257.
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This paper builds on previous studies of instructional practice in science, technology, engineering, and mathematics courses by reporting findings from a study of the relationship between instructors’ beliefs about teaching and learning and their observed classroom practices. Data collection took place across six institutions of higher education and included in-depth interviews with 71 instructors and more than 140 hours of classroom observations using the Teaching Dimensions Observation Protocol. Thematic coding of interviews identified 31 distinct beliefs that instructors held about the ways students best learn introductory concepts and skills in these courses. Cluster analysis of the observation data suggested that their observable practices could be classified into four instructional styles. Further analysis suggested that these instructional styles corresponded to disparate sets of beliefs about student learning. The results add momentum to reform efforts that simultaneously approach instructional change in introductory courses as a dynamic relationship between instructors’ subjective beliefs about teaching and learning and their strategies in the classroom.
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Hellmich, Emily, and Kimberly Vinall. "FL Instructor Beliefs About Machine Translation." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 4 (October 2021): 1–18. http://dx.doi.org/10.4018/ijcallt.2021100101.
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Machine translation (MT) platforms have gained increasing attention in the educational linguistics community. The current article extends past research on instructor beliefs about MT by way of an ecological theoretical framework. The study reports on a large-scale survey (n=165) of FL university-level instructors in the U.S. Findings indicate strong lines being drawn around acceptable MT use (e.g., in relation to text length and skill, policies), an acknowledgement of widespread student use driven by diverse motivations, and the Janus-faced nature of MT's potential threat to the profession. These findings reveal several salient tensions in how MT mediates relationships in language education (e.g., constructions of students, the nature of language and language learning, goals of the profession) that shed new light on the impact of MT technologies on the field. Implications for future research and the development of pedagogical practices anchored in digital literacies conclude the piece.
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Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.
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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.
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Siegel, Stefan T., and Martin Daumiller. "Students’ and Instructors’ Understandings, Attitudes and Beliefs about Educational Theories: Results of a Mixed-Methods Study." Education Sciences 11, no. 5 (April 23, 2021): 197. http://dx.doi.org/10.3390/educsci11050197.
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(1) Background: Educational theories are a constitutive element of educational studies. Despite their theoretical relevance, little is still known about students’ and instructors’ understandings of educational theories and their theory-related attitudes and beliefs. (2) Methods: To elucidate these constructs and to test their relevance, we conducted a mixed-methods study with 32 students and 12 instructors of educational studies at a German university. (3) Results: We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naive beliefs. For both groups, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for educational studies. (4) Conclusions: We suggest a systematic theoretical clarification of the term educational theories. Furthermore, consideration of students’ and instructors’ theory-related attitudes and beliefs can give rise to meaningful practical implications (e.g., through self-reflection).
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Scott, Timothy. "Higher Education’s Marketization Impact on EFL Instructor Moral Stress, Identity, and Agency." English Language Teaching 14, no. 1 (December 25, 2020): 99. http://dx.doi.org/10.5539/elt.v14n1p99.
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Higher educational institutions (HEIs) have experienced a dramatic reconceptualization as academia strives to align its organizational design and civic mission with the societal notion that education is obliged to prioritize quantifiable results. The traditionalistic ethos that knowledge is acquired through reason and the pursuit of critical inquiry has been supplanted by a marketized ideology that education is a transactional process. The latter notion fails to foster the development of students’ core competencies. The resulting commodification of education has repurposed HEIs from serving a public good to serving a private good and has impacted institutional policies, program offerings, curriculum design, pedagogy, and instructor and student assessment. English foreign language (EFL) programs face immense pressure to conform to external idealized beliefs concerning appropriate course design and implementation. Such pressure limits instructors’ ability to perform their tasks efficiently. The burden of cultural and institutional constraints and unmanageable expectations has led to myriads of professional and moral stresses that negatively affect EFL instructors’ identity and agency in their occupation. This article explores the marketization of universities and its subsequent impact on EFL instructors. Demands from various stakeholders create moral stress for instructors; influence instructor identity through shaping the perceived, actual, and external ought self; and produce damaging consequences related to diminished instructor agency in the classroom.
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Rinekso, Aji Budi, and Okta Lesagia. "EFL INSTRUCTORS� BELIEFS ABOUT THE IMPLEMENTATION OF SMARTBOARD IN LANGUAGE TEACHING PRACTICES." LLT Journal: A Journal on Language and Language Teaching 23, no. 1 (April 15, 2020): 144–56. http://dx.doi.org/10.24071/llt.v23i1.2501.
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Recently, the use of ICT in todays English language teaching is quite massive. However, EFL instructors beliefs about the use of smart boards in language teaching practices are scarcely explored. This study aimed to investigate EFL instructors beliefs about the implementation of the smart board as ICT-based learning media. Three EFL instructors across English learning centers were voluntarily involved in this study. Observation and semi-structured interviews were employed as the data collection technique. The data were described and interpreted based on the research questions. The results of this study showed that EFL instructors had positive responses towards the implementation of the smartboard. They stated that the smartboard made the explanation clearer and it was not difficult to be operated. Besides, students enjoyed using the smartboard during the lesson. Finally, the EFL instructors agreed that the smartboard could be implemented in classrooms with high control or supervision by the teachers.DOI: doi.org/10.24071/llt.2020.230111
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Dos Santos, Luis. "The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry." Brain Sciences 8, no. 12 (December 11, 2018): 220. http://dx.doi.org/10.3390/brainsci8120220.
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The researcher employed personal belief system (PBS) theory as the theoretical foundation for this study because it holds that teachers’ PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice due to cultural influences. The purpose of this qualitative study was to explore how teachers’ personal beliefs influence how they teach and how their approach may align with or diverge from cultural expectations in a private adult learning facility for English learning in Macau Special Administrative Region, China. The participants in this study were classroom teachers in a learning community who believe in collaborating to create environments for best practices. Two main research questions guided this study: (1) What is the relationship between teachers’ personal belief systems and their classroom practice; and (2) How does a teacher’s educational experience as a K-12 student affect their pedagogy in an adult English language learning program? Three types of data collection methods were employed: interview, classroom observation, and field note taking. The findings showed that teachers utilize their personal belief systems to engage their students through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This study contributed to personal belief system theory and broadens the understanding of the perspectives and concepts of English teaching and supervision. The beliefs of teachers influenced their understanding of teaching and their classroom practices.
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Lacorte, Manel, and Evelyn Canabal. "Teacher Beliefs and Practices in Advanced Spanish Classrooms." Heritage Language Journal 3, no. 1 (September 30, 2005): 83–107. http://dx.doi.org/10.46538/hlj.3.1.4.
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The growing presence of Latino students in U.S. colleges and universities is evident in foreign language (FL) classrooms. Latino students with a high proficiency level in Spanish are usually placed in advanced language or content-based courses along with other non-Latino students. This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and nonheritage students. The participants were 15 instructors of diverse academic and professional backgrounds teaching advanced Spanish courses at a large research-oriented public university. Following a process of selection, verification, and generalization of linguistic metaphors used to talk about the topic, this qualitative study analyzes data collected through a questionnaire, interviews, and non-participant observations. The discussion addresses the instructors’ beliefs and perceptions with regard to: (1) the classroom environment; (2) their role as teachers of advanced-level courses; (3) the students enrolled in these courses; and (4) the contrast between what teachers consider to be the desired interaction in an advanced language classroom, and what actually happens.
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Zhu, Meina. "Effective Pedagogical Strategies for STEM Education from Instructors’ Perspective: OER for Educators." Open Praxis 12, no. 2 (June 30, 2020): 257. http://dx.doi.org/10.5944/openpraxis.12.2.1074.
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The Massachusetts Institute of Technology (MIT) OpenCourseWare (OCW) was launched in 2001. It is one of the earliest Open Educational Resources (OER). MIT OCW has published more than 2,400 courses which are available at no cost, the majority of which are STEM related. The purpose of this exploratory study was to examine the pedagogical strategies through reviewing instructor insights of 15 MIT OCW STEM courses using thematic analysis. The most effective pedagogical strategies used found by instructors were active learning, personalizing instruction, engaging learners, providing feedback, building learning community, and clarifying learning objective. Instructors used in-class formative assessment, such as quizzes and oral exams, for just-in-time teaching and online automatic assessment environments for students’ self-assessment. The primary summative assessments were final exams and projects. Instructors encountered challenges such as assessing students’ learning and changing pedagogical beliefs. Implications for practice were discussed as well.
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Apkarian, Naneh, Charles Henderson, Marilyne Stains, Jeffrey Raker, Estrella Johnson, and Melissa Dancy. "What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors." PLOS ONE 16, no. 2 (February 25, 2021): e0247544. http://dx.doi.org/10.1371/journal.pone.0247544.
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Six common beliefs about the usage of active learning in introductory STEM courses are investigated using survey data from 3769 instructors. Three beliefs focus on contextual factors: class size, classroom setup, and teaching evaluations; three focus on individual factors: security of employment, research activity, and prior exposure. The analysis indicates that instructors in all situations can and do employ active learning in their courses. However, with the exception of security of employment, trends in the data are consistent with beliefs about the impact of these factors on usage of active learning. We discuss implications of these results for institutional and departmental policies to facilitate the use of active learning.
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Erk, Mirna. "English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey." ExELL 5, no. 2 (December 1, 2017): 95–121. http://dx.doi.org/10.2478/exell-2019-0002.
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Abstract Current understanding of second language acquisition processes is based on the position that second language learners rely and depend on their L1 as well as on all of their language-related experience. This paper presents results of a questionnaire study aimed to explore Croatian EFL instructors’ beliefs about the role of L1 in English language development and formal instruction. Data was further analysed in order to explore variables most likely to impact instructors’ belief systems (participants’ age and academic degree, students’ language level, learning setting). The findings point to a lack of professional consensus with regard to L1 use which is discussed and followed by practical implications.
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Bogolepova, S. V. "Emergency Transition: Have Tertiary Language Students’ Needs Been Met?" Professional Discourse & Communication 3, no. 1 (March 26, 2021): 49–61. http://dx.doi.org/10.24833/2687-0126-2021-3-l-49-61.
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The emergency transition of university education online posits a number of questions which are still to be answered. This paper aims to investigate whether language students’ needs were met when instruction was delivered completely online. To understand this, parallel questionnaires based on the current research on the needs, engagement and motivation in online and distance learning environments were administered to language instructors (N=69) and their students (N=148) at a large university in Russia. The instructors self-evaluated related competences, and the students assessed the experience of distant online language learning. The data collected via the questionnaires was subject to statistical analysis. The results showed a discrepancy in the instructors’ beliefs and students’ perceptions. The instructors were confident about their ability to meet the language learners’ needs, to provide individualisation, motivate and engage students, however, the students did not feel that happening. Open answers, which were analysed qualitatively, shed light on the reasons behind the mismatch in opinions. The students’ need for communication and interaction was inhibited by the limitations of the medium and the transactional distance. These factors contributed to the reduction of engagement, motivation and concentration. The interviews with 20 university language instructors revealed the practices the instructors implemented to meet the students’ needs, and identified the challenges they faced. Some implications for online language instructor training and development are discussed.
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Barnes, M. Elizabeth, and Sara E. Brownell. "A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE)." CBE—Life Sciences Education 16, no. 4 (December 2017): es4. http://dx.doi.org/10.1187/cbe.17-04-0062.
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Low acceptance of evolution among undergraduate students is common and is best predicted by religious beliefs. Decreasing students’ perceived conflict between religion and evolution could increase their acceptance of evolution. However, college biology instructors may struggle with trying to decrease students’ perceived conflict between religion and evolution because of differences in the religious cultures and beliefs of instructors and students. Although a large percentage of undergraduate students in evolution courses are religious, most instructors teaching evolution are not. To consider differences between the secular culture of many college instructors and the religious culture of many students, we propose using a lens of cultural competence to create effective evolution education. Cultural competence is the ability of individuals from one culture (in this case, primarily secular instructors who are teaching evolution) to bridge cultural differences and effectively communicate with individuals from a different culture (in this case, primarily religious undergraduate biology students). We call this new framework Religious Cultural Competence in Evolution Education (ReCCEE). In this essay, we describe a suite of culturally competent practices that can help instructors reduce students’ perceived conflict between evolution and religion, increase students’ acceptance of evolution, and help create more inclusive undergraduate biology classrooms.
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Jafari, Sakineh, Mohammad Reza Karimi, and Samaneh Jafari. "Beliefs and Practices of EFL Instructors in Teaching Pronunciation." Vision: Journal for Language and Foreign Language Learning 10, no. 2 (March 30, 2022): 147–66. http://dx.doi.org/10.21580/vjv11i110812.
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Pronunciation teaching and learning have stimulated a renewed interest among second language acquisition (SLA) researchers in the past few years. To pursue this line of inquiry, this study set out to investigate the beliefs and practices of Iranian EFL teachers on pronunciation teaching. Convenience sampling was employed to recruit 74 participants who completed a pronunciation teaching and learning questionnaire. Interviews were also conducted with volunteered participants. The results revealed that 57% of the respondent teachers mostly worked on suffixes such as the -ed and -s endings always or often in their classrooms. The second most frequently taught feature was word stress (54%), followed by syllable structure, which 53% of the teachers often or always taught. Drama and role-play were the most common strategies often or always used by 49% of the teachers in teaching pronunciation. In addition, interviews with participant teachers revealed that the most common classroom activities were imitation and repetition. Finally, although most participants emphasized the need to teach pronunciation, they did not consider themselves highly qualified. They indicated an insatiable desire for more pronunciation training in teacher education programs to use opportunistic teaching and integrated phases to teach pronunciation. Most of the teachers did not teach pronunciation as a separate lesson since the school curriculum, the pre-specified book, and the time limitation did not let them focus on pronunciation as a separate lesson.
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Lee, Eunbae. "University Instructors Beliefs and Practices Toward Student-Centered Learning." Korean Educational Research Association 59, no. 7 (November 30, 2021): 1–24. http://dx.doi.org/10.30916/kera.59.7.1.
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Johari, Aiza. "Language Beliefs among Adult Learners: Individual Differences." International Journal of Education 10, no. 1 (September 3, 2017): 20. http://dx.doi.org/10.17509/ije.v10i1.7648.
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To develop the quality of language learning and utilise learning opportunities in and out of a classroom, it is vital to understand individual's beliefs in language learning. White (2008) affirmed that an individual’s belief plays a key role in the learning process and language acquisition, especially the beliefs the learners have about themselves, language and language learning, and about the settings in which they contribute as language learners and users. This study identifies the English language learning beliefs of adult learners (between 45-50 years of age) in a local university in Sarawak. Questionnaire was the instrument to collect the data and the data were analysed using SPSS Version 21. The study showed that these adult learners have various levels of language beliefs. The results obtained can be used to enhance the teaching and learning of English language where language instructors can learn more about their learners and the learners’ language beliefs can further enhance learning process in the classroom.
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Embark, Dr Salama. "Some Libyan EFL University Instructors’ Beliefs and Practices of Integrating Facebook in ELT." مجلة جامعة صبراتة العلمية 1, no. 2 (December 31, 2017): 38–20. http://dx.doi.org/10.47891/sabujhs.v1i2.38.
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This study investigates the beliefs and practices of fourteen Libyan EFL university instructors of integrating Facebook in language teaching and learning. A qualitative approach of investigation was employed and the data was collected through an open-ended questionnaire sent to the instructors via FB messenger. The results revealed that all the participants liked the idea of integrating FB in their teaching and they all reported their useful and successful experiences of this integration. However, lack or poor internet, time convenience, lack of knowledge and skills of using this social network, privacy and disclosing identities issues, and female students and instructors reluctance in joining FB mixed groups were reported as influential challenges in limiting the usefulness and effectiveness of using FB in Libyan universities. Nevertheless, the improvement in internet service in Libya and the increasing popularity of FB among university students and instructors should encourage them to effectively use it for academic purposes. It is certainly a useful educational tool and its integration can help in creating more interactive teaching and in developing more learner autonomy.
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Aragón, Oriana R., Sarah L. Eddy, and Mark J. Graham. "Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices." CBE—Life Sciences Education 17, no. 3 (September 2018): ar47. http://dx.doi.org/10.1187/cbe.17-05-0084.
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Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors’ perspectives on learning, however, may or may not be aligned with this. One belief held by some educators is that intelligence is fixed, that is, some students are more intelligent and have a higher ability to learn than others. Instructors with a fixed mindset may not be convinced that their investment in developing active-learning materials will be as fruitful as the education evidence suggests, because these instructors may not believe that most students can grow in their learning. Here, we explored the relationship between fixed mindsets and the adoption of active-learning strategies. We found that instructors with higher fixed mindsets were less persuaded that active-learning strategies were a good idea and less likely to implement the teaching practices. Our research suggests that development initiatives should explicitly address educators’ lay theories of intelligence ( fixed or growth mindset) to support successful implementation of active learning.
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Pirotto, Christopher. "Learners’ Beliefs About Language Learning: A Factorial Investigation." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 162. http://dx.doi.org/10.37546/jaltpcp2018-22.
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It is important for language instructors to understand the language learning beliefs of their students. A language learner’s beliefs about how a language should be learned can cause learners to question the teaching ability of their language instructors. In this paper, are presented the results of an investigation to identify the language learning beliefs of Japanese university EFL students. Data was collected from 206 individuals using Horwitz’s (2013) Beliefs About Language Learning Inventory (BALLI) questionnaire. Exploratory factor analysis (EFA) was used to identify 6 commonly held beliefs about language learning. These 6 beliefs are presented along with a discussion about how the instructor used these beliefs to implement change in the classroom. 語学教員として大切なことは言語学習者のビリーフ（言語学習観、信念）を理解することだ。言語学習者のビリーフにおいて、どのように言語を学習するべきかという点で、学習者が、語学教員の指導能力を疑問視することが起こりうる。したがって、本論文では、英語学習をしている日本人学生の学習者のビリーフをつきとめるための調査結果を報告する。調査データは、206名からHorwitz’s (2013) Beliefs about Language Learning Inventory (BALLI) のアンケートを使用して収集した。Exploratory Factor Analysis (EFA) は言語学習において一般的に6つのビリーフがあることを明らかにした。その6つのビリーフをどのように教員が取り入れたら授業が変わるのかを協議しながら提示する。
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Aslan, Fehime. "Match or mismatch between English instructors’ and students’ beliefs about feedback on writing (study from Turkey)." Advanced Linguistics, no. 7 (July 9, 2021): 26–44. http://dx.doi.org/10.20535/2617-5339.2021.7.225833.
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Going beyond the heated discussion about the necessity of feedback on writing, the aims of the study were twofold; to investigate students’ and English instructors’ beliefs about feedback on writing and examine whether there is a match or mismatch between them. In the light of the questionnaire data, the study revealed that there are both matches and mismatches between English instructors’ and students’ beliefs about error correction and feedback practices on writing. The study suggests some useful implications for teacher education programs and educational institutions. Keywords: English as a foreign language teaching; feedback; practices on writing; students’ perceptions; teacher preferences.
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Faturrachman, Yani, and Dady Sulaiman. "HOW RURAL INSTRUCTOR IMPLEMENTS ENGLISH FOR SPECIFIC PURPOSES (ESP): INSTRUCTOR’S PERCEPTION." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, no. 1 (June 25, 2020): 94. http://dx.doi.org/10.22219/celtic.v7i1.9937.
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Teaching ESP is necessary to be designed by the ESP instructors because one of the teaching ESP requirements is the instructors must prepare the suitable precision of English materials for the ESP students. Hyland (2008:113) states that “designing lesson plan is one of the performing abilities to describe the instructors’ beliefs, interest, and values of the students’ needs about teaching, language, and language”. From several chronological descriptions, the researcher conveys that he applies the qualitative study as his approach to the study. As follows; (1) semi-structured interview, (2) nonparticipant observation, and (3) documentation. Indeed, the three techniques mostly are usually used by the researcher in order to cover the completely problematical statements in this study. The data were gathered by employing semi structured interview which were like the ESP instructors’ perception, opinion, and assumption. The result of data indicated that there were several the fact assumptions that the ESP instructors were mostly always implementing the suitable lesson for teaching which were; (1) doing the needs analysis, (2) setting the instructional goals, (3) selecting the materials, (4) selecting the teaching techniques, (5) preparing the teaching media, (6) doing the teaching activities, and (7) adapting the learning sources. Furthermore, the semi structured interview showed that the ESP instructors have described the chronological problems and solutions when they have designed and implemented lesson plan such as; The problems in selecting the properly real ESP material, in order to solve that the ESP instructors proposed the phenomenal perception that they mostly used the communicative language teaching to encounter the fact problems. Finally, the purpose of this study is to develop the way ESP instructors can evaluate their teaching application and learning process so that they can change their perception in implementing a teaching plan.
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Taye, Markos Tezera, Abdulghani Muthanna, Guoyuan Sang, and Ahmed Alduais. "Understanding Effective Teaching Beliefs of Instructors and Students: A Qualitative Study at an Ethiopian University." Athens Journal of Education 9, no. 4 (October 12, 2022): 679–98. http://dx.doi.org/10.30958/aje.9-4-8.
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This article explores instructors and students’ beliefs toward effective teaching in higher education in Ethiopia. Besides classroom observations, we developed and conducted semi-structured interviews with ten instructors and 12 students at one higher education institution. We followed the data condensation and displayed it for interpreting the data. The findings highlight the qualities of effective teaching and the hope for a change in the current teaching approach to actively participate in the teaching-learning action. This, however, demands a change in designing the course syllabus and assignments and the continuous professional development of the teaching faculty. Keywords: beliefs, effective teaching, student-centered approach, professional development, higher education, Ethiopia
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Rajabi, Yousef. "Investigating ESP Instructors’ Beliefs and Attitudes and Their Classroom Practices." International Journal of Applied Linguistics and English Literature 7, no. 1 (December 15, 2017): 218. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.218.
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This study was an attempt to examine Iranian ESP teachers’ beliefs and their ties with classroom practices. To do so through convenient sampling, twenty five ESP teachers teaching English for specific purposes in different disciplines such as Chemistry, Accounting, Mathematics, and Law at Islamic Azad University, Kermanshah branch, in Kermanshah city, Kermanshah, Iran participated in this study. Since the participants' gender was not among the aims of this study, its probable effects were controlled. In order for the data to be as reliable and valid as possible, the participants were interviewed and asked to fill in the questionnaire at times when they had free time. The researcher had the teachers fill in the questionnaire. Then, they were interviewed in their free times most often outside the university. The findings of the study revealed that there was no relationship between ESP teachers’ beliefs on their teaching practices in the classroom.
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McGee, Patricia, Deborah Windes, and Maria Torres. "Experienced online instructors: beliefs and preferred supports regarding online teaching." Journal of Computing in Higher Education 29, no. 2 (March 15, 2017): 331–52. http://dx.doi.org/10.1007/s12528-017-9140-6.
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Goldstein, Gary S., and Victor A. Benassi. "STUDENTS’ AND INSTRUCTORS’ BELIEFS ABOUT EXCELLENT LECTURERS AND DISCUSSION LEADERS." Research in Higher Education 47, no. 6 (March 9, 2006): 685–707. http://dx.doi.org/10.1007/s11162-006-9011-x.
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Pan, Steven C., Faria Sana, Joshua Samani, James Cooke, and Joseph A. Kim. "Learning from errors: students’ and instructors’ practices, attitudes, and beliefs." Memory 28, no. 9 (September 14, 2020): 1105–22. http://dx.doi.org/10.1080/09658211.2020.1815790.
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Del Carpio, Leslie, and Valeria Ochoa. "Language Ideologies in the Spanish Heritage Language Classroom: (Mis)alignment between Instructor and Students’ Beliefs." Languages 7, no. 3 (July 21, 2022): 187. http://dx.doi.org/10.3390/languages7030187.
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Research on Spanish as a heritage language (SHL) has found that language ideologies have impacted SHL learners in the U.S. There are several ways in which language ideologies have influenced the overall experiences of SHL learners by encompassing power systems that are at play within personal, societal, academic, and professional contexts. Pedagogical proposals rooted in Critical Language Awareness (CLA) have been crucial in dismantling harmful language ideologies in the classroom, though there is still a lack of research focused on both students and their instructors. To investigate this, we conducted semi-structured interviews with four advanced university-level SHL students and their instructor in a CLA-oriented SHL program. We also examined the writing assignments of each student to triangulate our data and gain a better understanding of how the students’ language ideologies were being maintained and how their instructor engaged, or not, with students’ beliefs about language. Through directed content analysis, our findings indicate that students with more experience in the program deviate from relaying harmful language ideologies. Their instructor, while aware of students’ negative beliefs about language, conveyed mixed messages about these ideologies as well.
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Alghamdi, Ahmed. "The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context." English Language Teaching 14, no. 12 (November 26, 2021): 171. http://dx.doi.org/10.5539/elt.v14n12p171.
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This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers’ beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.
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Alnwaiem, Ahmad F., Abdullah M. Alazemi, and Abdullah A. Alenezi. "Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English." English Language Teaching 14, no. 4 (March 30, 2021): 87. http://dx.doi.org/10.5539/elt.v14n4p87.
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The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms.
In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors.
Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.
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Ta'amneh, Mohammad Abd Alhafeez Ali. "The Pedagogical Evaluation of Q: Skills for Success Textbooks as Perceived by EFL Instructors at Taibah University." International Journal of Learning and Development 9, no. 2 (June 3, 2019): 27. http://dx.doi.org/10.5296/ijld.v9i2.14731.
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This study evaluated Q: Skills for Success textbooks for first year students from EFL instructors’ perspectives at Taibah University to find practical implications for stressing major strengths and avoiding weak points in these textbooks and consequently developing students’ growth in EFL learning. The participants consisted of fifty EFL instructors teach these textbooks at Taibah University. They were asked to answer the questionnaire which was developed by the researcher to discover their beliefs about adopting the new textbooks. The question of the study was about instructors’ beliefs regarding pedagogical value of Q: Skills for Success in terms of objectives, contents, methods, and evaluation. Results revealed that these textbooks helped students in improving their proficiency in English, developing self-confidence and improving their overall education. English instructors, according to their responses, agreed on the suitability of Q: Skills for Success textbooks in terms of objectives, contents, methods and techniques and ways of evaluation. However, the findings revealed some negative points concentrated on the appropriateness of content and pictures to the local culture of the students in addition to the absence of instructors’ participation in the selection of objectives. In light of the findings, the researcher suggested other researchers to conduct similar studies in other regions to find out if there are cultural differences concerning teaching Q: Skills for Success textbooks.
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Mattheis, Allison, and Murray Jensen. "Fostering improved anatomy and physiology instructor pedagogy." Advances in Physiology Education 38, no. 4 (December 2014): 321–29. http://dx.doi.org/10.1152/advan.00061.2014.
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Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire ( 23 ) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology.
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Ferreira, Marilia Mendes. "In Service EAP Teachers’ Beliefs About Academic Writing and its Influence on Instruction." Revista Brasileira de Linguística Aplicada 22, no. 2 (June 2022): 395–422. http://dx.doi.org/10.1590/1984-6398202217330.
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Abstract This paper aims to discuss how experienced English for Academic Purposes (EAP) teachers’ beliefs about academic writing have affected their instruction. The data comprised two semi-structured interviews conducted with three experienced Brazilian EAP teachers working at a large university language center. Their course programs were also collected. The analysis of the six interviews revealed that the instructors´ structuralist view of language affected the product-based teaching of writing. In order to develop themselves as EAP instructors, they have to face some challenges: this traditional view of language which hinders the work with the specificity of academic discourse and the structuration of sustainable EAP professional development.
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Nguyen, Quan, Bart Rienties, and Denise Whitelock. "A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education." Journal of Learning Analytics 7, no. 3 (December 17, 2020): 64–78. http://dx.doi.org/10.18608/jla.2020.73.6.
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The use of analytical methods from learning analytics (LA) research combined with visualizations of learning activities using learning design (LD) tools and frameworks has provided important insight into how instructors design for learning. Nonetheless, there are many subtle nuances in instructors’ design decisions that might not easily be captured using LA tools. Therefore, this study sets out to explore how and why instructors design for learning in an online and distance higher education setting by employing a mixed-method approach, which combined semi-structured interviews of 12 instructors with network analyses of their LDs. Our findings uncovered several underlying factors that influenced how instructors designed their modules and highlighted some discrepancies between instructors’ pedagogical beliefs and their actual LD as captured by the Open University Learning Design Initiative (OULDI). This study showcases the potential of combining LA with qualitative insights for a better understanding of the complex design process in online distance higher education.
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Marshall, Steve, Danièle Moore, and Mariko Himeta. "French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors." Canadian Journal of Applied Linguistics 24, no. 1 (January 22, 2021): 181–204. http://dx.doi.org/10.37213/cjal.2021.29345.
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In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students’ writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors’ and students’ classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and normative practices previously experienced in French immersion schools (students).
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Borko, Hilda, Margaret Eisenhart, Catherine A. Brown, Robert G. Underhill, Doug Jones, and Patricia C. Agard. "Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give up Too Easily?" Journal for Research in Mathematics Education 23, no. 3 (May 1992): 194–222. http://dx.doi.org/10.5951/jresematheduc.23.3.0194.
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This article analyzes from several vantage points a classroom lesson in which a student teacher was unsuccessful in providing a conceptually based justification for the standard division-of-fractions algorithm. We attempt to understand why the lesson failed, what it reveals about learning to teach, and what the implications are for mathematics teacher education. We focus on (a) the student teacher's beliefs about good mathematics teaching, her knowledge related to division of fractions, and her beliefs about learning to teach; and (b) the treatment of division of fractions in the mathematics methods course she took. The student teacher's conception of good mathematics teaching included components compatible with current views of effective mathematics teaching. However, these beliefs are difficult to achieve without a stronger conceptual knowledge base and a greater commitment to use available resources and to engage in hard thinking than she possessed. Further, the mathematics methods course did not require the student teacher to reconsider her knowledge base, to confront the contradictions between her knowledge base and at least some of her beliefs, or to reassess her beliefs about how she would learn to teach. These findings suggest that mathematics teacher education programs should reconsider how they provide subject matter knowledge and opportunities to teach it, and whether and how they challenge student teachers' existing beliefs.
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Kitsantas, Anastasia, Adam Winsler, and Faye Huie. "Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study." Journal of Advanced Academics 20, no. 1 (January 1, 2008): 42–68. http://dx.doi.org/10.4219/jaa-2008-867.
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Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of past projects to their current students, which may allow them to observe successful peers and encourage them to believe that they can succeed. Equipping students with self-regulatory strategies and positive motivational beliefs earlier on in their studies will prepare and sustain their motivation for more demanding, upper level courses as they progress through their academic career.
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Mirick, Rebecca G. "Social Work Instructors’ Attitudes, Beliefs, and Practices about Teaching Suicide Content." Journal of Teaching in Social Work 40, no. 5 (October 19, 2020): 468–87. http://dx.doi.org/10.1080/08841233.2020.1813235.
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Asqalan|, Manar, Dima Hijazi, and Amal Al Natour. "Teaching Large Classes: What are the Beliefs of Yarmouk University Instructors?" Arab World English Journal 7, no. 2 (June 15, 2016): 380–93. http://dx.doi.org/10.24093/awej/vol7no2.26.
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