Dissertations / Theses on the topic 'Teacher cognition'
To see the other types of publications on this topic, follow the link: Teacher cognition.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teacher cognition.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Enow, Linda. "Teacher cognition : a study of secondary English teachers." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
Full textAbstract:
Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital to capture how experts think. With English being one of the core subjects of the secondary curriculum, and also the language of instruction, it is imperative to focus on Secondary English teachers as the main articipants in this study. The Dreyfus model of expertise has been used to identify and group participants for this study. The focus is to capture the thought processes involved during the lesson planning phase and to study the patterns generated. An in-depth study of the different groups of participants, using multiple data collection methods and data analysis procedures, situates this study within multimethod research. The interpretive framework facilitates an intrinsic understanding of each group; as well as, identification and analysis of patterns across the different groups. Patterns of teacher cognition therefore become ‘overt’. The identification of patterns at different levels of expertise makes the continuum of expertise in secondary English teaching explicit. Progression on this expertise continuum becomes more ‘attainable’ as the characteristics of each level of expertise are identified. With the establishment of cognition, inherent cognitive processes and their interplay have been captured; revealing the mind of the teacher, during lesson planning, as intricate and evidence of the complexity of teaching.
2
Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
Full textAbstract:
Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill
3
Yigitoglu, Nur. "Exploring Second Language Writing Teacher Cognition." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/17.
Full textAbstract:
Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research focuses on the teaching of grammar (e.g. Phipps & Borg, 2009), L2 writing teacher cognition has received considerably less attention. It has, however, been suggested that L2 writing teachers’ perceptions of themselves as writers (Casanave, 2004) and as language learners may play a crucial role in their decision making as teachers of L2 writing. In an attempt to address this gap in the L2 teacher cognition literature, this study investigates English as a second language (ESL) writing teachers' beliefs about themselves as language learners and as writers in their first and/or second language(s). The purpose is to discover how ESL writing teachers’ beliefs about and practice of teaching L2 writing are influenced by their experiences in writing in their first and/ or second languages. Three native (NES) and two non-native English-speaking (NNES) teachers teaching L2 writing took part in the study. During a 15-week semester, their ESL writing classes were periodically observed and audio-recorded. Additionally, each teacher was interviewed two times using stimulated recall regarding both their classroom instructional practices and instruction provided in the margins of student papers. Findings revealed that, language learning in general was an important contributor to both NNES and NES teachers’ cognitions. Even NES teachers who were not advanced in their respective second and/or additional languages still referred to their language learning experiences. The NNES teacher participants also commented that they sometimes had to step out of their own language experience in order to better help their students. Results also indicated that L2 writing teachers without advanced L2 literacy skills were influenced primarily by their L1 writing experiences. L2 writing teachers with advanced L2 literacy skills, however, were greatly influenced by their L2 writing experience. In all of the cases, being an advanced writer, whether in their L1 or L2s, was an important contributor to L2 writing teachers’ cognitions.
4
Hill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.
Full textAbstract:
This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.
Data were triangulated and collected from interviews, documents, and classroom observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.
The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.
*pseudonyms.
5
Seton, Steven S. "Teacher cognition the effects of prior experience on becoming a teacher /." Connect to full text, 2007. http://hdl.handle.net/2123/1864.
Full textAbstract:
Thesis (Ph. D.)--Faculty of Education and Social Work, University of Sydney, 2007.Title from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.
6
Borg, Simon. "Teacher cognition in second language grammar teaching." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284617.
Full text
7
Abel, Lydia. "Teacher Development Mediation: A Cognition-based Reconsideration." University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.
Full textAbstract:
Philosophiae Doctor - PhDThe research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in finding a theory of intellectual growth and development which takes into account the learning environment of the disadvantaged child. The Educational Support Services Trust (ESST) has been active in addressing this very issue since 1986. It provides appropriate learner-centred mediational texts to disadvantaged pupils around the country. These materials concentrate on the development of practical intelligence by relating leaming to everyday experience. The Teachers' Methodology Project was designed to change the teachers who were using the ESST materials from being disseminators of information to being managers of a learning-centred classroom environment. The idea was to change the way that teachers thought about teaching and learning. This was accomplished by sharing the methodology of the existing pupils' materials and theories of cognition and mediation with them so that they could become adept at mediating at the level of deconstruction of complex ideas and using this knowledge in the construction and development of their own learning materials, thereby contributing to the mental development of their pupils. My experience as a staff member of the ESST and my background in education provided an entry point to this research via Feuerstein et at's (1980,1991) criteria for mediation, Haywood's (1993) mediational teaching style and a range of other theories and ideas including group work and co-operative learning, graphic organisers, and the ESSTs own theory of mediatory text (Sinclair, 1991). These were consolidated into a learning-centred approach to teaching in which the learner, the teacher and the task become part of the total learning-centred environment. The research began as an investigation of the Teachers' Methdology Project (TMP) and an effort to track teachers' development but grew to include the development of the conceptual mediational framework on which the project was based. This resulted in the development of a classroom observation instrument which was used to evaluate how teachers mediated in their classrooms and how they interacted with pupils. The TMP was implemented through a series of workshops during which teachers examined their assumptions about teaching and learning: explored new avenues for facilitating learning; experienced a learning-centred approach to teaching; acquired new strategies for and knowledge of, theories and atttitudes to teaching and learning and were able to reflect on and practise newly acquired skills in a supportive collegial environment. The research employed a qualitative approach and therefore the documentation of the process took considerable effort. An experiential framework (Kolb, 1974) was used to analyse the process and the results. This mediational experiential framework resulted in a methodology which addressed teachers' attitudes and cognition in a life-related way, taking into account their personal knowledge and experience. The methodology is replicable and has been used in basic adult education and other settings. In addition, the methodology can contribute to the understanding of how Outcomes-based Education could be implemented in South Africa.
8
Vega, Animas Leticia. "Teacher cognition and ICT implementation in the EFL classes in Mexico." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-ict-implementation-in-the-efl-classes-in-mexico(ae3474d5-432e-4292-8f62-e11afc009505).html.
Full textAbstract:
The impact of technology in society nowadays has led to significant curricular reforms around the world that aim to achieve a higher quality in education. Mexico has not been the exception and in 2008, the Reforma Integral de la Educación Media Superior, RIEMS (the Comprehensive Reform of Upper Secondary Education) was launched with the aim to overcome three challenges in upper secondary education in Mexico: access to education, quality and equity. The proper development of this educational level would represent a fundamental assumption that the country could respond to the challenges of the global economy in a context of equity and diversity. In this context, the use of Information and Communication Technologies (ICT) in schools has become a required tool considered as the necessary action for the qualitative improvement of the teaching and learning process. This provides many possibilities, but also new demands. One of the most important challenges concerns the teaching task and the fact that teachers are required to play a different role from the traditional approach that they are used to using in class and which is common in classrooms in Mexico, becoming instead facilitators of the learning process. This thesis was carried out to explore how EFL teachers engage with ICT in their practice in the context of Mexican reform initiatives. Specifically, the study focused on teacher cognition to understand what teachers think, know, believe and do related to ICT adoption. A case study approach was used to collect data from three EFL teachers in a high school in Mexico through interviews, observations and stimulated recall sessions. The results show that the participant teachers face a challenging, complex, multifactorial situation that hinders their adoption of ICT. The organisational structures of schooling and the social dimension of the particular school setting impact negatively on the conceptions that teachers bring to their practice making it difficult for ICT tools to be explored and appropriated pedagogically.
9
Baker, Amanda A. "Pronunciation Pedagogy: Second Language Teacher Cognition and Practice." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/16.
Full textAbstract:
Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight into what constitutes teachers' beliefs and knowledge about teaching, how these cognitions have developed and how they are reflected in classroom practice (see Borg, 2006). Although numerous studies have been conducted into the curricular areas of L2 grammar and, to a lesser extent, L2 literacy, far fewer have examined L2 teachers' cognitions concerning L2 pronunciation instruction. The purpose of the present study, therefore, was to explore some of the dynamic relationships that exist between L2 teachers’ cognitions and actual pedagogical practices, how these cognitions
have developed over time, and what relationships exist between both students’ and teachers’ perceptions. In the study, the cognitions and practices - as they relate to the teaching of L2 pronunciation - of five experienced teachers in an Intensive English program were investigated. The teachers participated in three types of data collection procedures over one semester - three semi-structured interviews, five classroom observations, and two stimulated recall interviews. Also, their students completed questionnaires. Findings revealed that, in terms of the development of teachers' cognitions, a graduate course dedicated to pronunciation pedagogy had the greatest impact of the teachers’ cognitions. In addition, all teachers experienced some degree of insecurity about teaching pronunciation. This was especially true for teachers who had never taken a course in pronunciation pedagogy. Yet even those teacher with specific training in pronunciation pedagogy lacked confidence in certain areas, especially in how to diagnose and address problems with pronunciation. Furthermore, some of the teachers were hesitant to assess students' pronunciation, fearing that negative feedback might be damaging to the learners' identities. However, through viewing the results of the student questionnaires, the participant-teachers were surprised to learn that students favored receiving explicit feedback in class in front of their peers over other types of feedback. One final major finding was that the teachers predominantly employed controlled techniques when teaching pronunciation and that, of all the techniques used, guided techniques were used less frequently.
10
Tleuov, Askat. "The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.
Full textAbstract:
The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on teaching practices. The study aims to address three main research gaps. Firstly, it explores EFL teachers’ belief-practice consistency level in relation to the teaching of speaking, an understudied curricular domain. Secondly, the phenomenon is examined from two major perspectives: teachers’ perceptions of their own pedagogical contexts and their core-peripheral belief systems, thus using a multi-perspective approach which is usually not the case with other studies in the field. Finally, the study took place in Kazakhstani secondary school EFL classrooms, a geographical context which has not featured at all in the language teacher cognition literature to date. Using a multiple-case design and multiple methods of data collection, the research project explored the relationship between four EFL teachers’ stated beliefs and classroom practices in relation to the teaching of speaking. The teachers were interviewed and observed over a period of nine months. The findings provide evidence of how speaking instruction unfolded in the classroom and the multiplicity of factors which shaped teacher decision-making and behavior. Specifically, the insights from my study highlight the impact of a) teachers’ perceptions of their pedagogical contexts, b) their core and peripheral beliefs, and c) the interaction of all these factors on the enactment of their speaking instruction beliefs. These findings carry important implications for the field of language teacher cognition, and for teacher education and professional development.
11
Scheiner, Thorsten [Verfasser], and Marianne [Akademischer Betreuer] Nolte. "Toward theory advancement in mathematical cognition and teacher cognition / Thorsten Scheiner ; Betreuer: Marianne Nolte." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2018. http://d-nb.info/1160035989/34.
Full text
12
Ponnock, H. Annette Roché. "Science Teachers' Epistemic Cognition in Instructional Decision Making." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465212.
Full textAbstract:
Educational PsychologyPh.D.
One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge and knowledge acquisition and goals for their students’ knowledge acquisition—could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teachers encounter epistemic beliefs from both science and education, with potential differences that may need to be negotiated. This study found significant differences between the two belief systems but failed to find differences between biology, chemistry, physics, and Earth science. Three profiles were identified that were significantly different on their epistemic beliefs in the natural sciences and the learning sciences. Those in the naïve profile (highest beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) had significantly less self-efficacy than those in the sophisticated profile, which predicted lower frequency of investigative teaching practices and practices promoting an investigative culture. Those in the flexible profile (medium beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) used practices promoting an investigative culture significantly less frequently than those in the sophisticated profile. The findings from this study add to the literature on epistemic cognition and its influences.
Temple University--Theses
13
Fan, Xuying. "Teacher cognition of thinking skills in Chinese primary EFL classrooms." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33398.
Full textAbstract:
Extensive attention is given to the significance of promoting thinking skills in education. However, very little research has attempted to explore EFL (English as a Foreign Language) teacher cognition of thinking skills, even it directly influences children’s thinking and learning. In recent years, promoting thinking skills has become an educational goal in the Chinese English Curriculum (MOE, 2010). In order to bridge the gap between the desired outcome and current practice, this study aims to investigate Chinese EFL teachers’ conceptions and teaching beliefs about thinking skills, and to explore the opportunities for, and obstacles to, developing students’ thinking skills in primary EFL classrooms. Four EFL primary school teachers, with more than three years of teaching experience each, participated in this case study. Semi-structured interviews and video recordings were used to collect the qualitative data. The interview data were analysed using thematic content analysis. Teaching practices were video recorded and examined through a think-led methodological framework developed in this study. The analysis revealed a new concept - “English thinking”, as subject-specific thinking. The findings also showed that teachers’ conceptions of thinking skills were fragmented and that they felt unprepared to teach thinking skills, although they all had a positive attitude towards integrating thinking skills into their teaching. The conflicting beliefs around promoting thinking skills were influenced by teachers' previous language learning experiences and by the challenges they come across. Opportunities for promoting thinking skills are identified from teacher-students interaction, including the use of teacher questioning and feedback, collaborative learning, increase of wait time, authentic topics, and teaching creatively. Teachers’ insufficient knowledge of thinking skills and other contextual factors such as the exam-oriented education system constrained the successful implementation of thinking skills in class. Pedagogical suggestions are put forward for policy makers, teacher educators, and teachers. Implications for future research indicate a need to explore EFL teachers’ perceptions of thinking skills, and to develop a framework for the development of thinking skills in foreign language curricula.
14
Davies, Kim. "Teachers' implicit theories of intelligence and their relationship to performance feedback and teacher efficacy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17962.pdf.
Full text
15
Parvaresh, Parvaneh. "Teacher cognition and classroom practice in the context of curricular reform." Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/314/.
Full textAbstract:
This study investigates how teacher cognition-what language teachers think, know, and believe-contributes to the practices of eight secondary school EFL teachers in Iran within the context of constructivist/communicative-oriented teaching (CCOT) curriculum reform. Specifically, highlighting the influence of both macro- and micro-contexts, this study takes into account the contextual factors influencing teachers’ beliefs and the role they play in pedagogic practice and curriculum delivery. To gain a better understanding of the complex features of teacher beliefs and dynamic interactions among beliefs, practices, and context, this inquiry used a qualitative case study approach. Data were collected using multiple instruments, namely, in-depth semi-structured interviews, classroom observations, and stimulated recall interviews, which have allowed for triangulation of the findings. Findings reveal that language teachers’ practices are shaped in unique and often unpredictable ways by their beliefs that have emerged from teachers’ diverse personal and language learning histories, language teacher education experiences, and the specific contexts in which they do or learn to do their work. These contextual factors are interrelated and collectively broaden the mismatch between teachers’ stated beliefs and their actual practice of CCOT and to the limited uptake of reform implementation. The research interestingly reveals that the less experienced teachers introduced a stronger element of CCOT recommended by the curriculum into their lessons, while the more experienced teachers displayed more traditional approach to teaching. This study advances thinking on teachers’ beliefs and practice by highlighting the need to view teachers’ beliefs as a system, to explore the interactive features of teachers’ beliefs, and how such interactions impact their practice. The study also highlights the situated nature of teachers’ beliefs with significant implications for teachers as well as other stakeholders such as teacher educators, policy makers, curriculum developers, and many other important issues in secondary foreign language education in Iran and other similar contexts internationally.
16
Attia, Mariam Mohamed. "Teacher cognition and the use of technology in teaching Arabic to speakers of other languages." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html.
Full textAbstract:
This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals, shape technology use, determine reactions to perceived challenges, and illuminate differences between practitioners working within the same environment with regard to the integration of ICT into their practice. The research suggests that despite the absence of digital learning opportunities in early schooling and teacher education, these experiences still influence the choice of instructional strategies employed by teachers to support technology use. The study accentuates the role of context as a mediating force, supporting teacher cognition and ICT use, but also creating dissonance between them. Teacher cognition determines the weight that practitioners assign to different contextual factors. While lack of time is identified as the most significant barrier to adoption, peer collaboration is recognized as the most effective enabler for technology integration. Other key factors emerging in this study include institutional philosophy and policy, learning opportunities, and technical support. Conceptual, methodological, and professional contributions are addressed, and potential for further research is identified.
17
Knobloch, Neil A. "Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870.
Full text
18
Sasajima, Shigeru. "Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan : an exploratory study." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12359.
Full textAbstract:
Japanese non-native English-speaking EFL (English as a foreign language) teachers in secondary education (JEFL teachers) work in a different educational context from language teachers in Europe. The purpose of this exploratory research is to identify the distinctive ways in which JEFL teachers think, know, believe and do. These concepts are subsumed under the general heading of JEFL teacher cognition, particularly as this applies to teaching and teacher education in Eigo Kyoiku (English education in Japan). The overall purpose of exploring JEFL teachers’ cognitions is reflected in four research guiding questions (RQs): 1) to identify the nature of JEFL teacher cognition; 2) to see any particular influences that might help shape JEFL teacher cognition; 3) to learn to what extent JEFL teachers’ cognitions are consistent with their actual practice of teaching; and 4) to discuss the ways in which the concept of language teacher cognition (LTC) may be understood and situated in the Japanese context. The research consisted of two studies: a) a quantitative Preliminary Study administered to 62 JEFL teachers and 81 modern foreign language (MFL) teachers in Scotland, in order to identify any areas regarding JEFL teacher cognition; and b) an in-depth Main Study based on a qualitative and ethnographic approach, featuring 10 JEFL teachers. This made use of qualitative data analysis and the applied KJ method, and also drew on complexity theory, through reflective and reflexive processes with particular reference to retrodictive qualitative modelling (RQM). The results of the Main Study are presented as 16 concept maps, each of which represents a featured aspect of JEFL teacher cognition (ATC). It represents the signature dynamics of each ATC and points to the variation and tension which JEFL teachers experienced in relation to each ATC. The research suggests that, although LTC have certain universal characteristics, it needs to be explored on the assumption that it is situated socially, culturally, locally and personally.
19
Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.
Full textAbstract:
Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.
20
SENIOR, Rosemary, and r. senior@curtin edu au. "The good language class: teacher perceptions." Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.
Full textAbstract:
This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.
21
Greene, H. Carol. "Theory Meets Practice in Teacher Education: A Case Study of a Computer-Mediated Community of Learners." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28209.
Full textAbstract:
This research investigated the uses of computer-mediated communication in providing an online field experience in an educational psychology course for pre-service teachers at a large research university in the southeastern United States. Twenty-seven pre-service teachers in one section of a Psychological Foundations of Educational Psychology course for pre-service teachers, eight practicing teachers, and eight university professors participated in this study. The participants viewed CD-ROM based video case studies as part of an online field experience component and communicated electronically through chat rooms and threaded discussion lists. Data sources included transcripts of all chat room and threaded communication, surveys, field notes, observations, and student tasks and reflections, as well as interviews with the pre-service teachers, practicing teachers, university professors, and one technical support person. The methodology involved a mixed method approach. A template organizing approach with the constant comparative method was used in order to develop patterns and themes. Content analysis was applied to the content of the chat transcriptions. Finally, a quantitative component was included in the analysis of the thread transcripts with a measurement of the development of the pre-service teachers' reflective comments over time using an analysis of variance test of within subjects effects. This document reports the findings concerning the nature of the conversations among the participants as they developed across time; the learning outcomes of the students, teachers, and professors; how a computer-mediated learning environment supports reflection; the benefits and challenges of using computer-mediated communication to study and learn about educational psychology and teaching; and the benefits and challenges of creating and maintaining such a learning environment.Ph. D.
22
Chen, Shuping Monica, and 陳淑萍. "Extensive reading in five Hong Kong EMI secondary schools: from a teacher cognition perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43703811.
Full text
23
Silva, Maristela. "Narrativised teacher cognition of classroom interaction : articulating foreign language practice in the Amazonian context." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33696/.
Full textAbstract:
This thesis investigates teacher cognition of classroom interaction as represented in narratives by Amazonian language teachers. Language teacher cognition has been investigated in the great educational centres in Brazil, but has been overlooked as a research theme in Amazonas, the context of this study. In order to bridge this existing gap in language teacher research, the current study develops a narrative enquiry in the public and private school settings to find the different understandings of interaction in the English as a foreign language (heretofore EFL) classroom as articulated by teachers. The study is grounded in theories of teacher education and cognition, applied and socio-linguistics, socio-cultural theories and discourse analysis to further the understanding of concepts that are of rising importance in the EFL field: teacher cognition, classroom interaction, and narrative research. In brief, teacher cognition refers to teachers’ mental lives and to the ways they perceive their practice. In this research, four constructs (knowledge, thought, beliefs, and decision-making) are considered to represent the broad conceptualisation of teacher cognition. Classroom interaction corresponds to the collaborative moments which happen in the language classroom among students, or between students and teacher, in order to improve learning. Narrative enquiry relates to both the method and methodology which is used to understand diverse knowledge processes. In simple terms, in this thesis, narrative enquiry explores teachers’ stories about their practice and determines the ways in which they can be analysed and interpreted. This qualitative research has been designed from a constructionist epistemological standpoint and an interpretivist theoretical perspective. Because it investigates complex concepts, this research does not follow one specific philosophical background but finds inspiration in critical pedagogy and matters of knowledge in the Brazilian context. The data produced by nine experienced EFL teachers was systematically analysed. Starting from the four individual constructs of teacher cognition, the interpretation of the data develops to concepts and themes which emerged from this initial analysis. The findings generated new understandings of the construction of knowledge as personal practical knowledge (PPK) and its relationship to other constructs of teacher cognition, to experience, to the teachers’ individual contexts and to styles of storytelling. From these main findings, the present study proposes a model of narrativised teacher cognition to better understand the interrelation between the cognitive constructs and discursive strategies, as well as build a new and concrete dimension to teachers’ articulation of their practice.
24
Chen, Shuping Monica. "Extensive reading in five Hong Kong EMI secondary schools from a teacher cognition perspective /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43703811.
Full text
25
Aoulou, Eudes H. "Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/81.
Full textAbstract:
We know little about how English to Speakers of Other Languages (ESOL) preservice teachers’ prior experiences and beliefs shape their learning process in teacher preparation programs, particularly in the area of second language (L2) reading instruction although research on preservice teachers’ antecedents has offered insights into our understanding of how they learn to become teachers (Johnson, 1992, 1994; Wilson, Floden, & Ferrini-Mundy, 2001). This inquiry was designed to contribute to such knowledge.
The participants were nine ESOL pre-service teachers enrolled in an ESOL program of a large urban university in the southeastern region of the United States. Using modified versions of Language Teaching/Learning Beliefs Questionnaire (Brown & Rogers, 2002), of Multidimensional TESL Theoretical Orientation Profile (Johnson, 1992) and of the Theoretical Orientation of Reading Profile (Deford, 1985), reflective essays submitted during admission, observations, interviews, videotapings, and focus group, the study explored answers to questions regarding the influence of ESOL preservice teachers’ antecedents on their learning in coursework and field experiences over three semesters. The inquiry stemmed from the framework of constructivism (Crotty, 1998), of introspection and retrospection (Scarino, 2005), and of How People Learn (Donovan & Bransford, 2005). Data were analyzed using grounded theory and constant comparative techniques (Glaser & Strauss, 1967; Lincoln & Guba, 1985).
Findings indicated that faculty used various strategies to address teacher candidates’ background for conceptual change and development of professional dispositions. Programmatic decisions to select teacher candidates with specific background in learning an L2 were beneficial but teacher preparation programs may need additional instruments to tap candidates’ entering beliefs more effectively. Although some aspects of the participants’ prior experiences were not beneficial, these experiences generally contributed to their understanding of ESOL education, visions of L2 instruction, and the development of professional dispositions as related to culturally responsive and socially just teaching in important ways. Also, participants’ views of reading, visions of reading instruction, reading instruction in field experiences, and their understanding of literacy theory and pedagogy were primarily influenced by their first language reading experiences. Finally, participants were less confident in articulating a vision of L2 reading instruction because of limited L2 reading prior experiences.
26
Balachandran, Aparna. "Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context : A Case Study." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153093.
Full textAbstract:
Denna studie undersökte uppfattningar om praktiker när det gäller skriftliga återkopplingsmetoder för två lärare i engelska på ett svensk gymnasium. Projektet som utformades som en fallstudie undersökte också de kontextuella faktorerna som påverkar lärarnas kunskaper, övertygelser och skriftliga återkopplingsmetoder genom att samla in data med hjälp av Think-Aloud protokoll sessioner, halvstrukturerade intervjuer och analys av kommenterade studenttexter. Resultaten tyder på att det finns skillnader i lärarnas uppfattningar och faktiska praxis när det gäller att lära sig att skriva och tillhandahålla skriftlig återkoppling på grund av de kontextuella faktorerna. Resultaten visar också att lärarnas akademiska identitet, erfarenhet och institutionella krav tillsammans med andra faktorer som betyg, tid, studentmotivering och klassrummstorlek har påverkat lärarens beslutsprocess.
27
Phipps, Simon. "The relationship between teacher education, teacher cognition and classroom practice in language teaching : a case study of MA students' beliefs about grammar teaching." Thesis, Leeds, 2009. http://etheses.whiterose.ac.uk/715/.
Full text
28
Liviero, Sara. "Teachers' reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16005.
Full textAbstract:
The purpose of this dissertation was to investigate teachers’ beliefs about a fundamental aspect of foreign language teaching: grammar. Whilst progressively reinstated in the national curriculum and consistently sustained by foreign languages teachers’ practices, grammar’s perceived irrelevance for assessment criteria of the nationally adopted method of assessment - the General Certificate of Secondary Education – kept it caught in conflicting discourses of policy, linguistic research and teaching practices. Whilst foreign languages policy and practice kept converging towards increasing focus on forms in language education along correspondences with linguistic research, the assessment has remained focused on generic communicative, skill-focused criteria. My small-scale research aimed to find how foreign languages teachers translated grammar teaching policy and possible theoretical guidelines in their teaching practices, by collecting data through interviews, observations and think-alouds. The findings revealed disparate educational contexts, approaches, as well as interpretations of grammar teaching. It led me to realise the necessity to probe further into a much more thorough theoretical and methodological underpinning of foreign languages education. As this study concludes, the secondary foreign languages curriculum has become disapplied, and schools and teachers have been left to devise their idiosyncratic foreign language learning strategies and rationales. As foreign languages teaching becomes anchored in the primary education curricular provision, this research hopes to document the need to frame theoretical and methodological guidelines, a consistent foreign languages education rationale, leading to a consistent and convincing education and provision of future foreign language teachers.
29
Al-Waaili, Mahmood Zahran Mohammed. "The relationship between five Omani teachers' technology use, and their teacher cognition and instructional practices : a case study at Sultan Qaboos University." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/20759/.
Full textAbstract:
This study attempted to explore five Omani teachers’ relationship with technology use. It explored the impact of technology use on teachers’ cognitions and instructional practices and the contextual factors that might influence the impact. The study also explored the ways in which teachers interacted with technology and how their previous experiences as learners impacted their technology integration practices and beliefs. A case study approach was used employing narrative inquiry to present stories of how technology integration influenced five Omani teachers’ cognitions and instructional practices at Sultan Qaboos University (SQU). The first phase of the study aimed at selecting participants using a questionnaire that was prepared for the purpose of this study. Omani teachers who showed advanced levels of technology competency and frequent technology integration in their teaching were selected to participate in the study. The qualitative phase aimed at exploring teachers’ perceptions and practices about technology integration using autobiographical accounts, initial interviews, classroom observations, post observation interviews and final interviews. The findings demonstrated that the relationship between teachers’ cognition about technology integration and instructional practices is two-sided. That is, whereas teachers’ beliefs affect their decisions to use technology, teachers’ frequent integration of technology also influences their decisions on how to use technology in their classes. The findings also showed that some teachers perceived technology to be influencing their cognitions and instructional practices in that it encouraged them to employ a learner-centred approach, a constructivist approach, different teachers’ roles and different classroom management among other influences some teachers cited as a result of using technology. In addition, the study found that one teacher experienced no effect of technology on her actual instructional practices. Findings revealed some of the reasons behind the mismatch between beliefs and practices. Five major contextual factors were reported to be influential when the five teachers used technology namely: professional development, technical support, institutional environment, personal factors and socio-cultural factors.
30
Baron, Elizabeth Mary. "The role of teacher cognition in the integration of technology into English teaching: a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003637.
Full textAbstract:
Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.
31
Jackson, Isaac Llewellyn. "Science literacy in theory and practice : a sociocultural analysis of teacher cognition in a multicultural setting." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/67410.
Full text
32
Harrison, Ryan Matthew. "Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812.
Full text
33
Higham, Sonja. "Teachers' interactions during storybook reading." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11182008-160754.
Full text
34
Zhang, Weimin. "In search of English as a foreign language (EFL) teachers' knowledge of vocabulary instruction." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-05232008-215235/.
Full textAbstract:
Thesis (Ph. D.)--Georgia State University, 2008.Title from file title page. John Murphy, committee chair; Diane Belcher, Gayle Nelson, Sara Weigle, committee members. Electronic text (288 p. : ill.) : digital, PDF file. Description based on contents viewed June 9, 2008. Includes bibliographical references (p. 249-273).
35
Madrigal, Ramón Anthony. "Cogito ergo doceo : a cross-case study of Latin teacher cognition in technology-rich communities of practice." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002168.
Full text
36
Madrigal, Ramón Anthony. "Cogito ergo doceo: A cross-case study of Latin teacher cognition in technology-rich communities of practice." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/2269.
Full textAbstract:
This empirical research study investigated the phenomenon of ancient language teacher cognition in the technology-rich contexts of two secondary teachers of Latin. Although one teacher was an inexperienced teacher working in a traditional, face-to-face classroom in an independent school, the other teacher was an experienced teacher working at a public virtual school. Features of teacher cognition, such as pre-active planning and inter-active decision-making were examined from a communities-of-practice theoretical perspective (Wenger, 1998). An exploratory, sequential mixed-methods research design was implemented in this cross-case study. Among the research findings that emerged from this investigation was the notion of the expedient integration of technology (EIT). According to the researcher, EIT includes elements of selective integration, efficient integration, recursive integration, and progressive integration. The researcher discusses important implications that emerged from the study, including theoretical and practical considerations, and also presents several suggestions for future research.
37
Howard, Sarah K. "Teacher change individual and cultural risk perceptions in the context of ICT integration /." Connect to full text, 2006. http://hdl.handle.net/2123/5340.
Full textAbstract:
Thesis (Ph. D.)--University of Sydney, 2006.Title from title screen (viewed 20 August 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the CoCo Research Centre, Faculty of Education and Social Work, University of Sydney. Degree awarded 2009; thesis submitted 2006. Includes bibliographical references. Also available in print form.
38
Gargan, Richard John. "Welcome to the real world : a portrait of the life and work of a high school Spanish teacher in an urban public school /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011222117.
Full text
39
Chan, Jessica W. S. "Teachers' understanding of the purposes of group work and their relationship with practice." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:95979f2e-554e-4946-b141-928167392506.
Full textAbstract:
Group work is commonly recommended as a student-centred instructional strategy which may enhance learning. Research in this area has predominantly used controlled interventions focusing on unproductive teacher assistance or specific strategies of doing group work to be applied by teachers. On the other hand, teachers’ own understanding and uses of group work in classrooms have been under-researched. Drawing on cultural-historical theory, this study scrutinises how and why teachers use group work, and how their enacted understanding is related to the broader contexts of teaching. The present study consists of four teachers of English in two secondary schools in Hong Kong to discern their rationales for and implementation of group work. The analysis delves into the dynamics within the activity of teaching, which comprise the interrelations between teachers' biographies, their purposes for group work in classrooms and what was expected from these teachers within the school practices. The Vygotskian perspective taken by this study entailed an inquiry into the teachers' intentional actions in everyday teaching. Each teacher was interviewed at the outset and end of the school-based fieldwork for their learning backgrounds and beliefs about teaching. In between these interviews each of them was observed in 15 lessons involving group work and undertook five to six stimulated recall (SR) interviews. These lesson video-recordings provided the stimuli for the SR interviews for probing the teacher’s pedagogic decisions while orchestrating students in small groups. The data was analysed by deploying concepts from cultural-historical theory, particularly two organising frameworks developed within the approach. One is a pedagogic sequence proposed by Edwards (1995; in press) as a descriptor to categorise the teachers’ purposes for and actions in group work. The other is an adaptation of Hedegaard's (2012) planes of analysis for identifying the various motives and demands in the multi-layered setting of teaching where group work was located. Group work as a pedagogic tool displayed the intra- and interpersonal dynamics in the activity of teaching. The findings indicate that the teachers' historically-constructed identities as learners of English oriented their intentions for group work and beliefs about teaching the subject. How the schools mediated societal expectations on teaching and learning had a considerable bearing on the teachers enacting their understanding. These institutional objectives and demands in practices created sets of opportunities for group work in the classrooms. The analysis thence was sited at the interface between the teachers' personal pedagogies and the multi-faceted social structure reflected in how education policy was mediated differently in different school contexts. The implications for teacher development are discussed.
40
Anna, Israelsson. "Teachers’ perception of the concept of intercultural competence in teaching English." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131353.
Full textAbstract:
Intercultural competence (IC) as an essential part of conceptualization of the cultural dimension in FLT has been promoted by educationalists as the most preferred type of competence. One of the challenges of incorporating IC into FLT is to move from the recognition of IC as a model of teaching (Byram, Nichols and Stevens, 2001) to the development of practical applications. This can be due to the fact that teachers do not have sufficient knowledge of the theory behind the concept and consequently, have difficulties to implement the curriculum requirements with regards to IC into their teaching. The purpose of this study was to investigate how teachers of English in upper secondary schools in Sweden interpret the concept of IC and, accordingly, what is their view of culture in English language teaching. In order to answer the research question, I used an exploratory investigation by adopting a qualitative research method in form of semi-structured interviews. The results are similar to the previous studies (Lundgren, 2002; Larzén, 2005) and suggest that teachers lack theoretical background and central guidance with regards to IC and do not always integrate language and culture into an intercultural model of the English language pedagogy.
41
Watson, Annabel Mary. "First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3719.
Full textAbstract:
This thesis presents an investigation into the beliefs held by practising teachers of L1 (first language) English in English secondary schools about the value of teaching grammar. Through case studies, it also relates beliefs to pedagogical practice. The study was conducted in two phases. The participants in the first phase were thirty-one teachers, all of whom were taking part in the ESRC-funded Grammar for Writing? project (grant number RES-062-23-0775). Participants taught three writing schemes to their year eight class over the course of a year, and were observed and interviewed once during each scheme. The interviews elicited their beliefs about the teaching of writing in general and about teaching sentence level grammar in particular. The interview data were inductively analysed to explore the participants’ espoused beliefs. The case-study participants in the second phase were three volunteers from the original cohort. These teachers were each observed for a period of three weeks, teaching their own writing schemes to key stage three classes. Stimulated recall interviews were used to capture their reflections on their teaching practices, and think-aloud protocols were used to capture their thinking as they assessed writing samples. Phase one and two data were analysed to explore some of the different ways in which teachers practise grammar teaching, along with the matches, mismatches and tensions between their practice and their espoused beliefs. The findings are presented using a model which explores teachers’ conceptual, affective and evaluative beliefs about grammar, along with episodic influences. The study is significant in offering an up-to-date picture of teachers’ beliefs and practice in this highly-contested aspect of English, as well as in offering insights into the relationships between conceptual, affective and evaluative aspects of belief, and into some of the causes reported by teachers for mismatches and tensions between beliefs and practices.
42
Al, Mawoda Kawther Rashed Abdulla. "Exploring secondary teachers' perception towards teaching intercultural competence in English language classrooms in Bahrain." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3688.
Full textAbstract:
The aims of English language teaching (ELT) have observed a fundamental reconsideration during the past two decades, resulting in a shift in emphasis from linguistic competence over communicative competence to intercultural competence. The growing emphasis on cultural issues, which is called for by research and international curricular documents, places new demands on language teachers. The general aim of this study is to deepen the knowledge about teachers’ perception at the Bahraini government secondary schools towards the treatment of culture in English language teaching. The research questions are: 1. How do English language teachers understand and define the concept “Culture” and Intercultural Competence in ELT? 2. To what extent do the teachers see Intercultural Competence as an objective in language classroom? 3. How do they approach the teaching of Intercultural Competence in their classrooms? 4. What preparation/training have they had (pre-service), or wish to have (in-service), for including Intercultural Competence in their teaching? This interpretive and exploratory study is placed within a socio-cultural framework and can also be a contribution to teacher cognition research. The empirical data consists of semi-structured interviews with 17 English language senior teachers and a questionnaire with 197 English language teachers. The findings are presented according to three pedagogies: within the pedagogy of information; within the pedagogy of preparation; and within the pedagogy of Encounter. The minority of the participants represent the third perspective, which is the one that can be characterized as truly intercultural. My study indicates that many teachers feel unsure about how to teach culture in an appropriate and up-to-date manner. This is attributed to, among other things, lack of teacher insight, lack of time, and inadequate pre- or in-service training courses concerning teaching culture. The thesis ends with a set of recommendations as to how ELT could be developed in a more intercultural direction.
43
Falk, Jeremy M. "Describing Cognitive Level of Teacher Discourse, and Student Retention of Content, during a Secondary Agricultural Science Unit of Instruction." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306850884.
Full text
44
Lemon, Travis L. "Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2292.
Full textAbstract:
In order to investigate ways pre-service student teachers (PSTs) might learn to teach with high-level tasks and effectively incorporate student thinking into their lessons a teaching experiment was designed and carried out by the cooperating teacher/researcher (CT). The intervention was for the CT to interject into the lessons of the PSTs during moments of opportunity. By interjecting a small question or comment during the lesson the CT hoped to support the learning of both the students of mathematics in the class and the PSTs. This in-the-moment interjecting was meant to enhance and underscore the situated learning of the PSTs within the context of actual practice. Essentially the PSTs learned how to manage and improve the discourse of the classroom in the moment of the discourse. This study utilized both an ongoing analysis of the data during collection in order to inform the instruction provided by the CT and a retrospective analysis of the data in order to develop an understanding of the developmental sequence through which PSTs progressed. The results suggest the interjections provided to the PSTs served multiple roles within the domains of mathematical development for the students of mathematics and pedagogical development for the PSTs. A classification of the interjections that occurred and the stages of development through which PSTs passed will be discussed. Implications from this work include increased attention to the groundwork leading up to the student teaching experience as well as an adjustment to the role of cooperating teacher to be more that of a teacher educator.
45
Yoshihara, Reiko. "THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/309305.
Full textAbstract:
Teaching & LearningEd.D.
In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pedagogical theory as my conceptual framework and narrative inquiry as my primary methodological tool. I recruited nine self-identified feminist EFL university teachers in Japan as participants (four Japanese, five non-Japanese). The in-depth interviews, classroom observations, and teaching journals comprised the primary data. I analyzed all of the data and described their feminist teacher identities, teaching beliefs, and teaching practices. I found that even though each participant took a different path in becoming a feminist EFL teacher in Japan, the concept of gender equality and justice was shared by my participants. They believed that it was important to teach about gender-related topics in the EFL classroom or incorporate gender issues into the lessons. Even though some did not teach about gender topics in a straightforward way, they taught English according to feminist principles. A question arises as to what distinguishes feminist teaching and good teaching. What distinguishes them is whether feminist teachers are consciously aware of what they are doing and why. I also found that among some of my participants, their stated beliefs and actual teaching practices were not in synchrony because personal and contextual factors. From a poststructural feminist view, I analyzed compatibility and incompatibility among feminist teacher identities, beliefs, and practices. Through this process, I realized the importance of redefining feminist pedagogy in TESOL and defining it in TEFL in Japan. I hope my dissertation helps expand the knowledge of feminist pedagogy in TESOL and encourages both ESL/EFL teachers and feminist ESL/EFL teachers to practice feminist teaching in their classes.
Temple University--Theses
46
Santiago, Sanchez Hugo. "An investigation into the relationships among experience, teacher cognition, context, and classroom practice in EFL grammar teaching in Argentina." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3924/.
Full textAbstract:
Language teacher cognition has been an area of research interest for more than three decades, diversifying in recent years into a wide range of academic areas such as teacher development, initial teacher education, grammar teaching, literacy instruction, task-based learning, phonology, testing, technology, and classroom research. Much of this research, however, has been based in private language institutes or universities in developed countries, especially English-speaking ones, and has focused on identifying and describing individual teacher cognitions mostly in novice native-speaker practitioners. The present study aims to help redress this tendency by examining the cognitions and experiences, and the relationships among them, of two experienced non-native speaker teachers of English working at a state secondary school in Argentina. Using multi-methods such as semi-structured interviews, autobiographical accounts, classroom observation, stimulated recall, teacher diaries, and a grammaticality judgement task, this research project explores the teachers’ prior language learning experiences, knowledge about grammar, and grammar-related pedagogical knowledge in relation to their actual grammar teaching practices. In addition, there is a focus on the role which contextual factors play in shaping the application of these experiential and cognitive constructs, and on the interplay among these factors to help define the teachers’ grammar pedagogical decisions and actions. The findings reveal that experiential and cognitive factors appear to account for the major differences between these teachers’ teaching theories, practices, and rationales; whereas context-bound influences explain the similarities between their classroom instructional actions. They also show that language teacher cognition is informed by different sources (the teachers’ personal and prior educational history, their professional education, and their accumulated experience) and that teachers construct a context, instantiated by the interaction between their language teacher cognition and the contextual factors inside and around the classroom, which mediates between their cognitions and practice. These results carry direct implications for those involved in teacher cognition, language teacher research, teacher education, and materials design.
47
Wang, Weipei. "Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives." The University of Waikato, 2008. http://hdl.handle.net/10289/2547.
Full textAbstract:
Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.
48
SOLERTI, PAOLA. "L'EDUCAZIONE LINGUISTICA NELLA SCUOLA PRIMARIA: STATO DELL'ARTE E FORMAZIONE DEGLI INSEGNANTI. ESITI DI UN'INDAGINE IN LOMBARDIA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2020. http://hdl.handle.net/10280/71037.
Full textAbstract:
Questo lavoro si fonda su due presupposti principali. Il primo di essi è che l’educazione linguistica sia un processo che si dipana «come un continuum attraverso l’insegnamento/apprendimento della lingua materna, seconda, delle lingue straniere, classiche, etniche» (Bosisio, Chini, 2014:25).
In questo senso, il costrutto di educazione linguistica implica: una visione globale del repertorio linguistico individuale; lo spostamento del focus dell'apprendimento/insegnamento linguistico dalle singole lingue allo sviluppo integrato dei processi che favoriscono lo sviluppo linguistico, comunicativo, relazionale e cognitivo dell’individuo; una concezione dell’apprendimento linguistico secondo la quale lo sviluppo integrato delle lingue e dei linguaggi è trasversale a tutte le discipline e dunque tutti gli insegnanti, indipendentemente dalla materia o disciplina insegnata, sono “educatori linguistici” o, in altre parole, insegnanti di lingua.
Il secondo presupposto di questo studio è che le modalità di attuazione dell’educazione linguistica sono, in ultima istanza, affidate agli insegnanti e subiscono, quindi, il condizionamento di saperi, credenze, teorie implicite, opinioni e atteggiamenti - in una parola della teacher cognition (Borg, 2003, 2006) - dei docenti.
In questi presupposti teorici trova origine l’indagine condotta tramite la somministrazione di un questionario e volta a esplorare saperi, credenze, teorie implicite, opinioni e atteggiamenti degli insegnanti di scuola primaria nei confronti dell’educazione linguistica, del proprio ruolo di educatori linguistici, dell’apprendimento/insegnamento delle lingue, plurilinguismo ed educazione plurilingue.
Nella prima parte di questo lavoro si delinea il quadro teorico dell’indagine. Nel dettaglio, il primo capitolo ricostruisce l’evoluzione del costrutto di educazione linguistica in Italia e Europa, mentre il secondo è dedicato alla language teacher cognition.
La seconda parte è suddivisa in cinque capitoli nei quali si illustra la metodologia e si esaminano i dati emersi dall’indagine. Il lavoro si chiude con la discussione dei dati e alcune riflessioni conclusive, in cui vengono brevemente delineati possibili percorsi di formazione dei docenti e tracciate alcune possibili linee di ricerca futura.This work is based on two main assumptions. The first is that a broad definition of language education is a process that unfolds ‘as a continuum through the teaching/learning of the mother tongue and of second, foreign, classical and ethnic languages’ (Bosisio, Chini, 2014:25). In this sense, the construct of language education entails the following: a global view of the individual linguistic repertoire; the shift of the focus of language learning/teaching from individual languages to the integrated development of processes that promote the linguistic, communicative, relational and cognitive development of the individual; and a view of language learning according to which the integrated development of languages takes place across all disciplines and therefore all teachers, regardless of the subject or discipline taught, are ‘linguistic educators’, or language teachers. The second assumption of this study is that how language education is implemented is, ultimately, entrusted to teachers and is therefore conditioned by their knowledge, beliefs, implicit theories, opinions, and attitudes – in other words, their teacher cognition (Borg, 2003, 2006). These theoretical assumptions are the basis of this survey, conducted through the administration of a questionnaire aimed at exploring the knowledge, beliefs, implicit theories, opinions, and attitudes of primary school teachers towards linguistic education, their role as linguistic educators, language learning/teaching, multilingualism, and multilingual education. In the first part of this work, the theoretical framework of the survey is outlined. In detail, the first chapter reconstructs the evolution of the construct of language education in Italy and Europe, while the second is dedicated to language teacher cognition. The second part is divided into five chapters in which the methodology is explained, and the data from the survey examined. The work ends with a discussion section and some concluding reflections, in which some possible paths of teacher training are briefly outlined, as well as some possible lines of future research.
49
Senior, Rosemary. "The good language class: Teacher perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/119.
Full textAbstract:
This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.
50
Samaniego, Salinas Malena Cecilia, and Salinas Malena Cecilia Samaniego. "Undergraduate Translator Education in Chile—an Inquiry into Teacher and Student Thinking, Learning Experiences and Teaching Practices." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625656.
Full textAbstract:
Current scholarship in translation pedagogy calls for a paradigm shift towards a learner-centered and socio-constructivist approach to translator education. This view is founded on translating as a socially situated act of intercultural communication anchored in socio-cognitive abilities, and translation learning as multi-componential and sequential. Instruction in translation is thus seen to benefit from process- rather than product-oriented teaching and a focus on learners' textual and discursive competence. In spite of significant progress over the last decade the empirical basis of translation teaching theory and methods remains scant. A lack of attention to the "human factor" in translator education research (students and educators, in favor of processes, content and activities) is particularly conspicuous (Kelly 2008). As the field of translation pedagogy consolidates with ever more refined frameworks that pull teaching designs away from teacher- and text-centered classes to become more learner and learning/teaching-based, little is known about the nature of translation pedagogy ‘on the ground’ in diverse locations of the globe: by whom and how is translation taught, under what constraints, and to what effects.
This qualitative study is grounded in second language (L2) teacher cognition research (e.g. Borg 2006, Phipps and Borg 2009), representations of translation as 'inquiry' (Sakai 2010, Cronin 2000, 2003, Venuti 2016) and recent socio-constructivist and sequenced and process-focused translation teaching approaches (Kiraly 2000, Colina 2003, 2015, Hurtado Albir 1999, González Davies 2004, Kelly 2005). From these frameworks, it examines the professional biographies, knowledge base, beliefs and practices of Chilean translation instructors at three different universities, as well as the views and experiences of approximately 50 of these instructors' students regarding their understanding and experiences of translation and instruction in the classroom. Additionally, in order to contribute to the developing 'rapprochement' between translation studies and second language education, findings on the strengths and challenges of undergraduate translation pedagogy derived from these two studies are discussed in a third article in light of the contributions from socio-culturally-oriented L2 education research, particularly multiliteracies approaches to FL teaching (Kern 2000, Byrnes 2005, 2006, Maxim 2009, Kramsch 2011, 2006, Paesani et al. 2015, Swaffar and Arens 2005).