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Artykuły w czasopismach na temat "English teachers"
Husna, Nida, Khairunnisa Fitri, Wiwi Rhamadina, Fahriany Fahriany, Didin Nuruddin Hidayat i Afifah Linda Sari. "ENGLISH TEACHERS’ PERCEPTION ON TEACHER PROFESSIONALISM". LET: Linguistics, Literature and English Teaching Journal 12, nr 1 (30.06.2022): 131. http://dx.doi.org/10.18592/let.v12i1.6400.
Pełny tekst źródła나경희. "Exploring Student Teacher Internship of Pre-service English Teachers for Developing Reflective English Teachers". Studies in English Language & Literature 33, nr 2 (maj 2007): 187–210. http://dx.doi.org/10.21559/aellk.2007.33.2.011.
Pełny tekst źródłaFarouk Imam Arrasyid i Istiqomah. "The Needs of Developing English Teacher’s Professional Competence In the 21st Century". International Journal of Education and Humanities 1, nr 2 (13.07.2021): 53–63. http://dx.doi.org/10.58557/ijeh.v1i2.16.
Pełny tekst źródłaKoceva, Ana, Dafina Kostadinova i Tanya Tabutova. "BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL". Teacher, nr 26 (13.11.2023): 6–10. http://dx.doi.org/10.20544/teacher.26.01.
Pełny tekst źródłaLina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, nr 8 (13.08.2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.
Pełny tekst źródłaLina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, nr 8 (14.08.2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.
Pełny tekst źródłaLina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English". International Journal on Integrated Education 3, nr 9 (6.09.2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.
Pełny tekst źródłaNoskin, David P. "Interdisciplinary English Means English First". English Journal 86, nr 7 (1.11.1997): 59–64. http://dx.doi.org/10.58680/ej19973457.
Pełny tekst źródłaMulyanah, Euis Yanah, i Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS". Globish: An English-Indonesian Journal for English, Education, and Culture 9, nr 2 (17.07.2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.
Pełny tekst źródłaKusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives". Jurnal Ilmiah Pendidikan Profesi Guru 5, nr 1 (16.05.2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.
Pełny tekst źródłaRozprawy doktorskie na temat "English teachers"
Eret, Esra. "Prospective English Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.
Pełny tekst źródłaVIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo
views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent
the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying
and the program and courses were generally adequate. On the other hand, from the students&rsquo
viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo
s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.
Koc, Serdar Engin. "English Language Teachers". Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.
Pełny tekst źródłaCertificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.
Enow, Linda. "Teacher cognition : a study of secondary English teachers". Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
Pełny tekst źródłaKavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers". Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
Pełny tekst źródłaBibliography: 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
Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.
Pełny tekst źródłaArmstrong, Sean P. "Chinese English Teachers' Perceptions of Foreign English Teachers| A Qualitative Study in Positioning". Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13420743.
Pełny tekst źródłaIn this qualitative explanatory single case study, community of practice and positioning theory were used to examine the perceptions of Chinese English teachers (CETs) concerning foreign English teachers (FETs) in a bilingual primary school in an urban environment in East China. The problem in this study was the difficulty of CETs and FETs to work harmoniously to teach English in Chinese primary schools. Specifically, the research questions were a) what are the Chinese English teachers’ perceptions of barriers to collaborating with foreign English teachers? and b) What are the Chinese English teachers’ perceptions regarding the contributions of the foreign English teachers in relation to English language teaching? At this school, each Chinese teacher was paired up with a foreign teacher as co-teaching dyad with shared responsibility. After conducting interviews with seven Chinese English teachers at the school, the interview transcripts were coded using values coding methods and descriptive coding. After compiling the data, six themes emerged relative to the research questions. Concerning barriers to collaboration, the Chinese English teachers mentioned noticeable differences in the dedication to teaching, a lack of solidarity between the two groups, and problems with the administration of the school. Contributions of the foreign teachers were providing cultural context, different approaches in teaching and working with the students, and native speaker model. From these results, it was recommended that foreign teachers need to demonstrate their desire to teach in better ways to their Chinese coworkers. Additionally, school administration must provide more direct leadership so that teachers can know what is expected of them concerning how to work together with the other teachers.
Brenes, Carvajal Marlene Gerardina del Carmen. "Initial development of English language teachers in Mexico". Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/45945.
Pełny tekst źródłaBibliography: p. 167-188.
Introduction -- Contextual background -- Literature review -- Methodology -- Pre-service teachers' beliefs about being a teacher -- Practicum students' beliefs about the teaching experience -- Teachers' first year experience: beliefs and reflections -- Conclusions.
This research focuses on the analysis of the beliefs of pre-service Mexican student-teachers from a public university in central Mexico who have learned English as adolescents or young adults. Specifically, it examines their beliefs about teaching and about themselves as English teachers in different stages of initial professional development. The participants reflected on their experiences as English language learners, students, teaching practicum students and as first year teachers in a follow up study. -- This thesis is composed of three studies that are linked by involving the same participants. The studies follow these participants through different stages in their initial development as teachers.The research is set within the qualitative research paradigm and draws on qualitative data and interpretive analysis. The data were retrieved using the following procedures: autobiographies, a focus group interview, journals, personal interviews and short narratives. -- Responses to the following research questions emerged through the different stages of this thesis. 1. What initial beliefs do pre-service and beginning students hold about being a teacher? 2. Do these beliefs evolve or change during the initial stages of their teacher development? 3. Do their experiences during their initial stages of their development influence their beliefs? -- There is little research on English language teacher beliefs in Mexico. It is considered that research in this area can contribute to the understanding of the processes of what English language teachers' beliefs are and how they evolve or develop over time and the influences that they may have on the actual teaching process. This research may contribute to bring to the attention of English language teacher preparation programs the necessity of providing opportunities for student-teachers to unpack their beliefs and reflect and view them in the light of the courses and their practice in order to create an understanding of the Mexican educational context of which they will be a part.
Mode of access: World Wide Web.
viii, 265 p
Cheng, Man-mei Eunice. "Teacher beliefs and instructional decisions and practices in English grammer teaching : a study of experienced and novice teachers /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183843.
Pełny tekst źródłaPhongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.
Pełny tekst źródłaPhothongsunan, Sureepong. "Attitudes of Thai university students towards native English speaking teachers and Thai English teachers". Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414047.
Pełny tekst źródłaKsiążki na temat "English teachers"
Dutta, Nandana. English Teachers' Accounts. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003146209.
Pełny tekst źródłaSchool Examinations and Assessment Council., red. Teachers pack (English). [London]: SEAC, 1992.
Znajdź pełny tekst źródłaHicks, Rod. English for teachers. Harlow: Longman, 1990.
Znajdź pełny tekst źródła1948-, Edge Julian, i Richards Keith 1952-, red. Teachers develop, teachers research: Papers on classroom research and teacher development. Oxford: Heinemann, 1993.
Znajdź pełny tekst źródłaMarshall, Bethan. English teachers: The unofficial guide : researching the philosophies of English teachers. New York: Routledge, 2000.
Znajdź pełny tekst źródłaGibbons, Simon. English and Its Teachers. Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315669366.
Pełny tekst źródłaGroup, Southern Examining. English 'A': Teachers' guide. [Guildford]: S.E.G., 1987.
Znajdź pełny tekst źródłaBroookes, Michael. English for law teachers. Paris: Belin, 1990.
Znajdź pełny tekst źródłaRichmond upon Thames College. English and Communications Team. i Southern Examining Group, red. English B: Teachers' guide. Guildford: Southern Examining Group, 1987.
Znajdź pełny tekst źródłaCamilla, Punja, Harrison Richard, Keegan Sean i TTP International, red. Timesavers for English teachers. London: Mary Glasgow, 1992.
Znajdź pełny tekst źródłaCzęści książek na temat "English teachers"
Ravimandalam, Seetha. "English Exam Prep". W Beginning Teachers, 33–37. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_6.
Pełny tekst źródłaKalyanpur, Maya, Padmini Bhuyan Boruah, Sarina Chugani Molina i Sunaina Shenoy. "English language teachers and teacher education". W The Politics of English Language Education and Social Inequality, 87–107. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003125488-7.
Pełny tekst źródłaBrown, D. D., W. S. Hyde i E. C. Pettet. "English Literature". W Handbook for History Teachers, 1017–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-177.
Pełny tekst źródłaPrince, H. C. "English Historical Geography". W Handbook for History Teachers, 748–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-119.
Pełny tekst źródłaDouch, R. "English Local History". W Handbook for History Teachers, 827–32. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-131.
Pełny tekst źródłaAllen, Harold B. "Education of English teachers". W Toward an Understanding of Language, 19. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.40.04all.
Pełny tekst źródłaSroka, Matthew, Judith Franzak i Don Zancanella. "English Teachers as Readers". W International Perspectives on English Teacher Development, 38–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003168140-5.
Pełny tekst źródłaMesmer, Heidi Anne E., i Anna E. Kambach. "English Alphabetics for Teachers". W Alphabetics for Emerging Learners, 20–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003130918-2.
Pełny tekst źródłaCoward, Barry. "English Political Histories: General". W Handbook for History Teachers, 743–44. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-116.
Pełny tekst źródłaChrimes, S. B. "English Constitutional Histories: General". W Handbook for History Teachers, 745. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-117.
Pełny tekst źródłaStreszczenia konferencji na temat "English teachers"
Amaratunga, Uditha. "An Analytical Study of the Factors Influencing the English Speaking Proficiency of Prospective English Medium Teachers". W SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/xalk8515.
Pełny tekst źródłaAnes, Irene. "English Teachers’ Perception on English Teacher’s Classroom Management at SMK Negeri 1 Pariaman". W Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.052.
Pełny tekst źródłaLatkovska, Evija. "Student Teachers of English on the Lookout for Good Teaching". W ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.26.
Pełny tekst źródłaKrishnan, Szarmilaa Dewie, Helmi Norman i Melor Md Yunus. "English Language Teachers' Professional Competencies Enhanced through Online Gamified Learning using Classcraft". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9852.
Pełny tekst źródłaČerná, Monika, i Irena Reimannová. "Mentors’ Perceptions of Supervising Student English Language Teachers During One-Year Clinical Practice". W ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.33.
Pełny tekst źródłaSelcuk, Hasan, i Lilian Isperdon. "Opportunities and Challenges of Videoconferencing-Based Teaching among English Teachers". W 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.59.
Pełny tekst źródłaZenkova, Daria Mikhailovna. "English language teachers' professional development". W International Scientific and Practical Conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-469042.
Pełny tekst źródłaPuspitasari, L., P. Batu, S. Kusumaningrum i R. Wulandari. "Maritime English Teachers in Indonesia". W Proceedings of the 1st International Conference on Management, Business, Applied Science, Engineering and Sustainability Development, ICMASES 2019, 9-10 February 2019, Malang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.3-8-2019.2290737.
Pełny tekst źródłaPokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.
Pełny tekst źródłaPila, Oniccah Koketso, i Lydia Mavuru. "NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.
Pełny tekst źródłaRaporty organizacyjne na temat "English teachers"
Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6309.
Pełny tekst źródłaBando, Rosangela, i Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, lipiec 2014. http://dx.doi.org/10.18235/0011651.
Pełny tekst źródłaCadiero Kaplan, Karen, Magaly Lavadenz i Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.
Pełny tekst źródłaLong, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5489.
Pełny tekst źródłaBerdan, Robert, Terrence Wiley i Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.
Pełny tekst źródłaCampoli, Ayana, i Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, sierpień 2022. http://dx.doi.org/10.54300/438.376.
Pełny tekst źródłaGründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.
Pełny tekst źródłaArmas, Elvira, Gisela O'Brien, Magaly Lavadenz i Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
Pełny tekst źródłaWatson, Sophie, Sally Boyd i Teresa Maguire. Supporting early career teachers and kaiako: Experiences of mentoring, induction, and PLD. NZCER, 2023. http://dx.doi.org/10.18296/rep.0035.
Pełny tekst źródłaArmas, Elvira, i Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.
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