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[Abstract] In spring 2020 due to the COVID–19 pandemic there was a sudden shift to Emergency Remote Teaching (ERT). Although Japan is a technology rich society, the use of technology in education had been limited up until then. This pilot study explores the experiences of Japanese university EFL teachers from spring 2020 until summer 2022. A survey was formulated to investigate: to what extent EFL teachers in Japan are likely to continue using some of the digital tools they started using during ERT, what level of training was provided and if that assistance was found useful by teachers during ERT, and what styles of ERT classes were offered by institutions throughout the three Japanese academic years under investigation and if they indicate any new trends as universities shift away from ERT. This paper will look at the overall results (N=31) of the survey, as well as the voluntary open-ended responses that offer further important insights to the results. Results showed positive attitudes towards continued use of digital tools, but that training and support were lacking during ERT. In concluding the paper, the authors offer suggestions for the future use of technology beyond the pandemic.

The purpose of this study was to document the perceptions of high school teachers regarding their experiences, challenges, and needed skills related to instruction in an online learning environment during the 2021-2022 school year in one North Carolina school district. This study explored teachers' perceptions of their experience with online teaching. Because COVID-19 pandemic caused schools to close for the 2021-2022 school year, schools suddenly shifted from face to face to online learning. A qualitative research design was used to collect and analyze data. Nine teachers at four high schools who taught math, English and science during the 2021-2022 school year completed 1:1 virtual interviews. The interview protocol was consisted of nine interview questions and was used to collect qualitative data. A data analysis was conducted to analyze teachers' interview responses regarding teaching online during the pandemic. The data showed 100% of the participants had concerns about lack of participation and engagement of student when online. In addition, 100% of participants stated they felt teaching online was more stressful than teaching face to face. Findings suggested that teachers are concerned with the lack of student participation and engagement, increased stress of teaching online, and that in the future more professional development in the use of technology is needed for teachers. By examining high school teacher perceptions regarding their experiences teaching online, data can provide educational leaders with findings and implications which, can help improve online learning in the future. Doctor of Education The purpose of this study was to document the perceptions of high school teachers regarding their experiences, challenges, opportunities and needed skills related to instruction in an online learning environment during the 2021-2022 school year in one North Carolina school district. Nine teachers who taught online in the 2021-2022 school year were interviewed. From the interviews conducted, the researcher has provided three findings: teachers' concern for the lack of student participation and engagement, increased stress of teaching online, and the need for more professional development in the use of technology is needed for teachers.

The integration of Information and Communication Technologies (ICT) in educationhas attracted considerable attention in recent years, as well as in the context ofsustainability education. This thesis examines the attitudes of Greek teachers towardsteaching sustainability with ICT. The study employs a qualitative research, utilizingsemi-structured interviews as the main method of data collection. Drawing on existingtheories and research, the study focuses on three areas: the positives of using ICT insustainability education, the challenges faced by teachers, and the combination ofanalogue and digital media in sustainability teaching.By examining these attitudes, this thesis contributes to the existing body of knowledgeon the effective practices of sustainability education. It emphasizes the need for trainingprograms for teachers in digital literacy and addresses the challenges related to theimplementation of ICT. In addition, it highlights the importance of the combination ofanalogue and digital media in creating an inclusive and engaging learning experiencethat strengthens students’ environmental awareness, critical thinking and actionstowards a more sustainable future.

This study explores the perspectives of high school computer science (CS) teachers on students' interest in the subject. Using structured interviews, we identified factors that may influence students' interest in CS, such as curriculum design, teaching methods, and the use of materials and technology in the classroom. The findings reveal the importance of making CS relevant and exciting to students to increase engagement and understanding and promote acceptance of the subject in society. Additionally, the study highlights the challenges and benefits of interdisciplinary teaching of CS and the value of pre-designed teaching materials in supporting this approach. The presented study provides valuable insights for educators and policymakers looking to promote and sustain students' interest in CS. Overall, the study emphasizes the crucial role of CS education (CSEd) in preparing students for success in a digital world.

The purpose of this paper was to unpack French-minority language teachers’ perspectives on the impact of the pandemic on their teaching. In fall 2021, semi-structured interviews were conducted virtually with 40 K-12 teachers of French as a minority language in Manitoba and Nova Scotia. While the pandemic has undoubtedly been challenging for language and literacy teachers, many have also developed adaptations and strategies. This paper focuses on those pedagogical accomplishments and teachers’ self-reported moments of success. Three main themes explored were the integration of technology into language teaching, language teacher collaboration and linguistic community building with students.

Non-digital games are frequently used to support primary mathematics instruction. Moreover, we know from the literature that to increase the likelihood that a chosen mathematical game is educationally rich it should reflect specific principles, such as offering a balance between skill and luck and ensuring that a key mathematical focus is central to gameplay. However, there is limited research informing us, from a teacher’s perspective, of the specific characteristics of mathematical games that are most indicative of a game’s value for supporting learning, and the likelihood that teachers will use the game with students in the future. To help address this gap, the current study invited 122 educators to complete an on-line questionnaire, including 20 Likert-scale items designed to assess the characteristics of educationally-rich mathematical games (CERMaGs) that aligned with six ‘good practice’ principles previously identified in the literature, in relation to a specific mathematical game of their choosing. In total, educators chose a broad range of mathematical games to be evaluated (n = 53). On average, they reported that their chosen game was highly valuable for supporting mathematics learning and that they were very likely to use this game with students if given the opportunity. Our results revealed that the extent to which educators perceived a game to be suitably challenging, engaging, enjoyable, modifiable to support different learners, and transformable into an investigation or broader mathematical inquiry, were particularly important characteristics associated with perceptions of a game’s educational value. Similarly, perceived levels of student enjoyment, engagement and a game’s potential to lead to a rich mathematical investigation were important characteristics for evaluating the likelihood that an educator would use a particular game in the future with students if given the opportunity, as was the capacity of a game to support mathematical discussion. The implications of these findings for supporting classroom practice and teacher professional learning are discussed.

The article looks at conceptualisations of inclusive education in the international and Kosovo context, including the factual argumentation and legal representation of the term. The study explores the attitudes of teachers and their understanding of inclusive education, including arguments for and against it, implementation challenges, and perspectives. Interviews were used as a tool to generate information from key informants. The study is qualitative and based on an analysis of the experiences of six in-service teachers. The findings suggest that teachers have a wide knowledge of inclusive education and believe it has only positive effects for children with special needs. They believe that children can achieve more in terms of socialisation and modelling of good behaviours from their peers, but that success in academic achievements is lower because of the limited knowledge of teachers about individualised planning and differentiated teaching, and a lack of institutional support and proper evaluation of each teacher’s work.

An incredible number of articles have been expounded on English language educating and the utilization of ICTs (Information and Communication Technologies) during a decade ago, accomplishing an excellent result. Late writing has shown that the utilization of ICTs in the language classroom has a great deal to bring to the table to the two students and instructors, with students upgrading their jargon, improving their perusing and talking abilities, and with instructors holding a twofold job; the job of the teacher and that of the learner, while adapting to complex circumstances which incorporate absence of preparing or absence of gear in the language classroom. In this paper, we will survey and present some delegate concentrates on this field during the most recent decade.

Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.

With the increasing appearance and diagnosis of students with Autism on the world map, as well as the inclusion of students in the general school context, it is necessary to study and identify the views of teachers serving General Education, regarding whether they are friendly with this inclusion. Today, more and more students with Autism Spectrum Disorder are attending General Schools, among typically developing students. Teachers’ views on the inclusion of these students significantly affect the success and effectiveness of this practice. This research was carried out in order to identify the positions of teachers through a questionnaire of four branches, which were called to complete. The results show the current climate in General Education for inclusion and indicate the need for training on Autism Spectrum Disorder in all education providers, so that we can receive more positive feedback on inclusion.

If AI systems are to be used for truly human decision-making in education, teachers will need better support for deciding upon educational interventions and strategies on an ethically informed basis. As indicated by a recent call by the AIED Society to focus on the FATE (Fairness, Accountability, Transparency, and Ethics) of AI in education, fundamental issues in this area remain to be explicated, and teachers’ perspectives need to be accounted for. The paper offers examples of how AI may serve to promote learning but at the cost of presenting limited or untruthful information to the student. For example, false information about a student’s current progress may motivate students to finish a task they would otherwise give up; hiding information from the student that is disclosed to the teacher may decrease students’ cognitive load while supporting the teacher’s strategic choices, and deceiving the student as to the actual nature of the task or interaction, such as when using virtual agents, can increase students’ efforts towards learning. Potential conflicts between such scenarios and basic values of FATE are discussed, and the basis for developing an “augmented ethics” system to support teachers’ decision-making is presented.

La educación STEM es un marco educativo que defiende el aprendizaje integrado de ciencia, tecnología, ingeniería y matemáticas para promover la alfabetización científico-tecnológica de todo el alumnado. Sin embargo, los datos demuestran que la educación en ciencia y tecnología no llega de igual manera a alumnas y alumnos. Uno de los causantes de las diferencias de género en el mundo STEM podría ser la transmisión de estereotipos de género por parte del profesorado. Por ello, en el presente trabajo se han analizado las perspectivas sobre la educación STEM y las diferencias de género presentes en estas áreas de un grupo de docentes de Educación Secundaria. Para ello, se ha diseñado e implantado una actividad STEM relacionada con la astronomía en 1ºESO, y se han llevado a cabo investigaciones como: observaciones de las conductas de alumnado y profesorado y entrevistas semi-estructuradas con varios docentes de Biología y Geología. Los resultados parecen indicar que la actividad STEM preparada permite el aprendizaje de contenidos curriculares y competenciales, pero aun y todo la mayor parte del profesorado se muestra desconfiado ante los beneficios de la educación STEM. Además, las observaciones y las entrevistas sugieren la presencia de estereotipos de género en el aula de ciencias, a pesar de que la mayoría de los docentes aseguren un clima de igualdad. Este trabajo deja a la luz la necesidad de investigar sobre el alcance de la educación STEM y concienciar al profesorado de su papel activo en las cuestiones de género. STEM education is an educational framework that defends the integrated learning of science, technology, engineering and mathematics to promote scientific-technological literacy for all students. However, data show that education in science and technology does not reach male and female students in the same way. One of the causes of gender differences in the STEM world could be the transmission of gender stereotypes by educators. For this reason, in this paper we have analyzed the perspectives on STEM education and the gender differences present in these areas of a group of secondary school teachers. To do this, a STEM activity related to astronomy has been designed and implemented in the first course of Secondary Education, and some research have been carried out such as: observations of the behavior of students and teachers and semi-structured interviews with several Biology and Geology teachers. Results seem to indicate that the prepared STEM activity allows the learning of curricular content and skills, but even so, most of the teachers are distrustful of the benefits of STEM education. In addition, the observations and interviews suggest the presence of gender stereotypes in the science classroom, despite the fact that most educators ensure a climate of equality. This work highlights the need to investigate the scope of STEM education and make teachers aware of their active role in gender issues. Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan

This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk of falling behind their peers, a process by which children practice routine skills. English teachers’ homework-related justifications were located in a discourse of target setting that was invisible in the Swedish. FoNS - Foundational Number Sense

Background: Reading to Dogs (RTD) interventions have become increasingly prevalent in UK primary schools. However, there is a need for research examining teachers’ perspectives of RTD, as this could be key in influencing the uptake and adherence to school RTD interventions. Purpose: This study sought to examine primary school teachers’ views of RTD in schools, exploring perceived benefits and challenges, in addition to their experience of RTD interventions. Method: The sample was gathered through voluntary/self-selecting participation in an open questionnaire-based survey shared through UK online teaching forums. In total, 253 UK primary school teachers (with varying knowledge and experience of RTD) completed the questionnaire, which focused on benefits and challenges associated with RTD identified in existing literature. More specifically, teachers’ perspectives of reading, social, emotional and behavioural benefits, and challenges (e.g., paperwork, time commitment, allergies, child/staff/dog welfare) were examined. Also, 59 teachers provided additional written comments regarding benefits and challenges associated with RTD. Results: Teachers’ perspectives of RTD were generally very positive; perceptions of benefits to social, emotional and behavioural outcomes were more positive than those associated with reading outcomes. Furthermore, teachers perceived greater benefits to children’s reading affect (e.g., motivation, confidence) than their reading frequency or skill. In general, teachers reported low concerns about the challenges associated with RTD; qualitative responses suggested that, while these challenges were real, they were not seen as insurmountable. Finally, teachers with greater knowledge and/or experience of RTD were more positive about its benefits and had fewer concerns about the challenges, although there were some exceptions. Additional written responses provided qualitative insights into teachers’ experiences of RTD. Implications and conclusion: Overall, UK primary school teachers in our sample were very positive about RTD; while they acknowledged challenges, these were not regarded as barriers to implementation. Furthermore, teachers were able to provide useful insights into the benefits and challenges associated with RTD from a practical and pedagogical perspective. Indeed, this study highlights the importance of gaining teachers’ perspectives of interventions that affect them and their pupils. Understanding teachers’ varied perspectives, and experiences, of educational interventions is essential to ensure that their professional and pedagogical knowledge feeds into future intervention design and implementation, in addition to future research and evaluation.

© 2021, Ozgen Korkmaz. All rights reserved.Early childhood teachers and their preferences are very important in order to apply a balanced curriculum in the early childhood education classroom. On the other hand, the views of parents play an important role in classroom implementations; although their views can sometimes create barriers for teachers, and sometimes teachers can be inspired by them. As a result, both teachers’ preferences and parents’ views need to be investigated in order to understand how they affect learning activities in early childhood education classrooms. With this purpose, this study aims to investigate preschool teachers’ preferences and parents’ views of learning activities applied in preschool classrooms through a case study. The study included 25 preschool teachers and 33 preschool children’s parents. Data collection took the form of semi-structured interviews held with the preschool teachers and the parents of preschool children. The results of the study revealed that the preschool teachers mostly preferred art, mathematics, and literacy activities, whilst science, drama, and body movement activities were the least implemented types of activities in the early childhood classroom. On the other hand, language, literacy and body movement activities were considered most important activities by parents. Moreover, the needs of the children, products, and processes were the first three reasons behind the teachers’ classroom activity preferences, whilst the teachers’ self-confidence in applying the activities was the least influential factor in their activity preferences.

The literature has been recognizing the potential of mobile technologies, augmented reality (AR) and game-based approaches in Education and recommends its adoption. Considering the scarcity of this type of educational resources in the Portuguese context, it is relevant to create opportunities for teachers and researchers to collaborate in the development of high-quality open resources to be integrated into games available for all. To this end, a 50-hour continuous training course for teachers was conducted to promote collaborative development of mobile AR game-based resources for Science, Technology, Engineering and Mathematics learning. In this contribution, data from a questionnaire applied at the beginning of the training is analysed to support assessment of teachers’ previous experiences and initial perceptions regarding mobile learning, AR use in Education and game-based learning. The questionnaire was anonymous and 14 out of 16 teachers gave informed consent to participate in this study. This data was triangulated with information collected through participant observation from two researchers who were also the trainers and the authors of this paper. Results reveal that teachers with different profiles attained this training. Nevertheless, most teachers revealed naïve perspectives on mobile and game-based learning and were unaware of AR technologies and their potential use in education. Teacher profiles varied from those who acknowledge not knowing and not using either of the three approaches in their teaching practices, nor in their personal learning experiences, to those who seem to have somewhat accurate ideas. This work is relevant as this case study is an empirical account of teachers practices and perspectives on mobile AR games. published

Interpersonal relations are identified as affiliation and connections between teachers and parents in the context of education. Although the number of studies on the nature of interpersonal relations between these two counterparts have increased in recent years, the studies conducted about confrontational situations, especially in the early childhood educational context, are scarce. Whereas confrontational behaviors, which are intense and unexpected, may set barriers for a strong and quality parent-teacher dyad. Within this context, this study explored how early childhood teachers perceive the confrontational behaviors of parents. Interpretive phenomenological approach draws upon data from twelve semi-structured interviews. The data acquired from the participants was subjected to thematic analysis using MAXQDA. The analysis revealed three main themes regarding teachers' perceptions of parental confrontation: deprecation for early childhood education, incongruity of the parents’ actions and the modus operandi of the school, and parental violence against teachers. Indeed, the participants reported a wide-ranging confrontational behaviors of parents varying from the self-ordained to violent behaviors. The participants stated that they felt being frustrated, blamed and manipulated by parents. Although the presence of both psychological and physical violence was mentioned in the interviews, psychological violence like insulting, mocking, and deliberate insolence was more prevalent. In conclusion, this study revealed a need for the construction of professionalism in early childhood education settings within the societal perspective

The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.

This study aims at exploring (1) EFL students’ willingness to communicate (WTC) from the perspectives of some English teachers in Swedish upper secondary schools, and (2) the same teachers’ reported strategies for dealing with their students’ WTC. Six teachers from five different upper secondary schools in Sweden, who all teach English in different programs, volunteered to participate in the study. The data were collected through semi-structured interviews, and the transcripts were analyzed using qualitative content analysis. The results of the study showed that teachers perceive both social and psychological factors to influence students’ WTC, and that motivation plays an important role. A natural part of discussing EFL learners’ WTC also seemed to be to discuss their use of the target language. Strategies that were reportedly perceived to enhance EFL learners’ WTC were building respectful relationships within the classroom, using meaningful and relevant topics, creating communicative settings, correcting mistakes cautiously and utilizing digital tools. However, enhancing students’ WTC was considered challenging, and more teacher training in affecting factors of and strategies for enhancing EFL learners’ WTC are suggested to be needed.

Reduced forms or connected speech are an important aspect of spoken language. Examples of reduced forms in Brazilian Portuguese include reductions such as né for não é (translated into English as ‘it is not’) and tá bem for está bem (translated into English as ‘it is all right’). The present study aims to examine perspectives, opinions, attitudes, and practices on the role of reduced forms instruction in Portuguese language courses. Data were collected via an online questionnaire sent to ninety-five university-level Portuguese language instructors in the United States. Overall results show that instructors perceive reduced forms as a fundamental aspect of the language and an important component of listening comprehension and oral production. This study further identified three major needs: further research on reduced forms in Portuguese, professional development and training on reduced forms for Portuguese teachers, and greater development of teaching materials that deal with reduced forms and connected speech.

Gender inequality in leadership has been the central focus of studies in the field of educational administration for many years. When female teachers are in principalship positions, there are still some teachers who regard them as incompetent and unable to resolve conflict in schools. This study explored the experiences of teachers in relation to female principals' skills of managing conflict in rural primary schools dominated by female teachers in the Gingindlovu Circuit of KwaZulu-Natal Province in South Africa. This study used a qualitative approach, collecting data from purposively sampled participants through face-to-face interviews. The study established that female principals have skills of managing conflict despite their gender roles that have been taken as determinants that females may not do well as managers. Some gender roles, which include nurturing and accommodating, have been identified as key to female principals in assisting them when resolving conflict at the workplace where the staff is dominated by female teachers.Keywords: Teacher perspectives; female principals' skills; rural primary schools; managing conflict; gender stereotypes; female teachers.

Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. ‘Funds of knowledge’ ideas contribute to the theoretical framework of the study [Moll, Luis C., Cathy Amanti, Deborah Neff, and Norma Gonzalez. 1992. ‘Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.’ Theory Into Practice 31 (2): 132–141]. The findings in this paper focus on: (1) how curriculum is enacted and mediated in alternative education settings; (2) the pedagogical decisions of teachers as they strive to connect their students to learning and (3) the tensions in assessment practices as teachers and alternative settings attempt to provide authentic and yet certified evidence of learning through the formal state assessment processes. This article is timely as it offers a view of the under-researched area of alternative settings in Ireland.

A significant challenge to fully understanding children's academic and other competencies is dependency of the determination on the method of study, including notably who makes the assessment. This study examined similarities and differences in child, mother, father, and teacher reports of children's competencies across multiple domains of math, reading, music, and sports from two separate perspectives of rater agreement, mean level and order association. Two hundred and sixty-seven European American families were recruited from the mid-Atlantic region of the United States, and children, mothers and fathers, and teachers completed a commonly used rating measure of children's competencies when the children were 10 years of age. Results showed (1) high levels of order agreement (perhaps reflecting the observable nature of children's competencies), (2) some systematic mean level differences across raters, and (3) little inter-domain agreement (except among teachers, which may reflect teachers' unique perspectives on children's competencies). The educational, developmental, and methodological implications of the findings are discussed in the context of children's school performance. Who makes the determination of children's several different competencies matters. Published version

Uluslararası testlerin en bilindik olanı Uluslararası Öğrenci Değerlendirme Programı (PISA)’dır. PISA 15 yaşındaki öğrencilerin okuma ile beraber matematik ve fen okuryazarlıkları seviyelerini ölçmek ve böylece dünyadaki eğitim sistemlerininim kalitelerini kıyaslamak amacıyla üç yılda bir düzenlenir. Türkiye PISA sınavına ilk defa 2003 yılında dâhil olmuştur. 2006’dan 2012’ye kadar Türkiye’nin fen okuryazarlık puanı düzenli bir şekilde artmasına rağmen, uluslararası sıralamadaki yerinde önemli bir değişiklik görülmemiştir. Bu araştırmanın en temel gerekçesi ülkemizin PISA sınavlarında geri sıralarda yer almasıdır. PISA sınavında ülkemizin neden fen bilimleri alanında geri sıralarda olduğu ile ilgili pek çok araştırma yapılmıştır. Bu araştırmalar sonucunda öğrencilerimizin okuduğunu anlama ve muhakeme etme düzeyleri, anne baba eğitim durumu gibi birçok sebep ortaya vii çıkmasına rağmen, fen bilimleri öğretmenlerinin PISA’nın doğasına uygun ders işleyip işlemedikleri ya da sınavlarında PISA’ya yakın soru tipleri sorup sormadıkları hususunda bir çalışmaya rastlanmamıştır. Bu amaçla daha önce Bursa ilinde “PISA Kültürü Oluşturma” veya “Yaşam Temelli Soru Hazırlama” amacıyla fen bilimleri öğretmenlerine düzenlenen hizmet içi eğitim kursuna katılmış yirmi öğretmenden gönüllü altı fen bilimleri öğretmeni ile bu çalışma yürütülmüştür. Bu öğretmenlerle yarı yapılandırılmış mülakatlar yürütülmüş ve toplanan veriler İçerik Analizi yöntemiyle analiz edilmiştir. Ders süresince PISA’nın kültürüne uygun öğretim faaliyetlerinin yapılıp yapılmadığı veya yapılma düzeyeni belirlemek için bir öğretmen sekiz saat boyunca gözlemlenmiştir. Veriler betimsel içerik analizi ile analiz edilmişt ir. Mülakata katılan öğretmenlerin tamamına yakını PISA imajı taşıyan soruları tanıyabildiklerini, kursu aldıktan sonra hazırladıkları sorulara bakış açılarında önemli değişimler meydana geldiğini, sınavlarında kullanmak için ise öğrenci yeterliliklerini uygun bulmadıklarını belirtmişlerdir. Öğretmenler daha önce aldıkları hizmet içi eğitim kursunun tekrar yapılması halinde kursa katılmak istediklerini belirtmişlerdir. Ancak tekrar yapılacak kursla ilgili bazı önerilerde bulunmuşlardır. Yapılacak ikinci bir kursun basit düzey ile başlaması gerektiğini, içeriğinin daha kapsamlı olmasını, uygulamaya ve soru hazırlama tekniğine ağırlık verilmesi gerektiğini belirtmişlerdir. Bunlardan yola çıkılarak ikinci bir hizmet içi eğitim kursu için yeni bir PİSA Kültürünü Yaygınlaştırma Model önerisi ortaya konmuştur. Programme for International Student Assessment (PISA) is the most known international test around the world. PISA is exercised every three years in order to measure the reading, mathematics and science literacy of 15-year-old students and to compare the qualities of education systems in the world. Turkey has joined into PISA tests since 2003. Even though Turkey’s science literacy grades increased from 2006 to 2012 regularly, its position in international rankings has not changed significantly. The main reason of this thesis study is to understand the causes of Turkey’s low position in these international rankings. There are many studies about the reasons behind the Turkey’s low position in PISA science literacy test. Although there are many causes such as the comprehension and reasoning levels of students, and education level of parents are studied, research questions whether science teachers give lectures according to PISA or prepare PISA-type questions are understudied. ix In this respect, this thesis study is prepared by interviewing six science teachers who participated in in-service education seminars “Creating PISA Culture” and “Preparing Life- Based Questions” in Bursa and accepted to opt in this thesis study. Semi-structured interviews are conducted, and collected data are analyzed by content analysis. Also, one out of six teachers is observed for eight hours in order to determine whether lectures are in accordance with PISA culture. Data are analyzed by descriptive content analysis. Almost all interviewed teachers declared that they can recognize PISA-type questions and their perceptions has changed after the seminars, and assessed that students’ efficiancies are not enough to use PISA-type questions in their exams. They state that they would like to participate future in-service education seminars. However, they have some suggestions for them. They indicate that a second in-service education seminar should start with a basic level, its content should be more comprehensive, and it should concentrate on implementations and question prepartion techniques. From these evaluations, A Model For Expansion of PISA Culture is proposed for a second in-service education seminar.

The transition of Beginning Teachers (BTs) into full professional practice in Queensland schools has undergone changes since 2014 with a formal mentoring program, supported by state budget provisions, now a requirement in every government school. This provides a new conceptual and procedural era for BTs, prompting renewed interest in areas such as emotions, confidence, resilience and identity of novice teachers and their mediating influence in the transition phase of the first three years of teaching. This research project, herein referred to as the study, investigated BTs’ experience during their transition phase in the Queensland context. The intention was to identify and examine BTs’ current experiences in this new era, in efforts to drive further understanding of this phase of teacher development. This qualitative study included seven BTs in a large metropolitan high school, comprising five female and two male participants. The purpose of this exploratory case study was to examine teacher perspectives during this unique phase, identify the areas the BTs deemed significant and consider the impact of these areas on their professional development experience. The participant teachers were at varying stages of transition including the end of the first, second and third years of their career. Each of these teachers had participated in a formal, year-long mentoring program at the same school. The research methodology employed thematic analysis of interviews where the teachers’ unique experiences within the high school context were explored through the transcripts of both individual and follow up, focus group interviews. Findings showed three categories of significant mediating themes emerged from the data analysis: Emotions, Expectations and Collegial Support. Further, the significance of these categories was elaborated regarding increases in confidence and resilience of the BT. The findings of the study have implications for the development of improved BT transition programs which could be informed by an awareness and accommodation of the key mediating themes identified through the three categories; 1) Emotions, 2) Expectations and 3) Collegial Support. Future research could look towards including BT identity formation and development as a significant aspect of the important areas shaping the transition phase.

NAFT-FATFA presentation on Saturday, 29th of September 2018.

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Evaluation of an English preparatory program at a Turkish foundation university This study aims to evaluate the English Preparatory Program (EPP) offered at the Department of Foreign Languages (DFL) at an English-medium foundation university in Turkey during 2017-18 academic year to discover the strengths and weaknesses of the program. Participants of the study were 241 students and 26 teachers. The data were collected from the “Program Evaluation Survey” designed by the researchers and focus group meetings with students and teachers. The results revealed that the strengths of the EPP included homework assignments, exams and the program while the extracurricular activities and online programs were found to be the main weaknesses of the EPP. It was also found that student and teacher perceptions of the EPP showed statistically significant difference. Finally, students and teachers suggested some improvements in terms of the pacing of the program, course books and supplementary booklets, number of the portfolio assignments and the picture description part in the Speaking Exam. It is hoped that the findings of the study will contribute to the improvement of the existing program and lead to better learning opportunities for students in the coming years. Information about Author(s)* Author 1 Author (Last name, First name) Bayram, İlknur Affiliated institution (University) Ted UniversityCountry Turkey Email address ilknrbyrm@gmail.comDepartment & Rank Corresponding author (Yes/No) Write only one corresponding author. No Author 2 Author (Last name, First name) Canaran, Özlem Affiliated institution (University) University of Turkish Aeronautical AssociationCountry Turkey Email address ocanaran@thk.edu.trDepartment & Rank Corresponding author (Yes/No) Yes Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

This dissertation study is situated in the context of urban school reform, considering community schools (CSs) as a viable strategy for increasing equity and justice in underserved urban communities. This study begins to fill the gap in literature on teachers’ experiences in CSs by studying the implementation of the CS strategy through the perspective of teachers. The theoretical framework includes literature on community schools, community-oriented teachers and organizational change theory. Research questions are: 1.) How do teachers in a developing university-assisted community school (UACS) experience inclusion in a purportedly democratic, partnership-based reform? 2.) To what extent do teachers in a developing UACS experience transformation in six pillars that define the community schooling approach (Frankl et al., 2016): a.) curricula that is engaging, culturally relevant and challenging, b.) emphasis on high-quality teaching, c.) wrap-around supports and [extended-learning] opportunities, d.) positive discipline practices, e.) authentic parent and community engagement, f.) inclusive school leadership.Qualitative case-study methodology was employed to develop context dependent knowledge through interviews and participant observation (Merriam, 2009). The primary source of data was 25 qualitative interviews and 2 focus groups conducted over the course of one year. Interview data was supported through triangulation of data from weekly meeting observations and document analysis. Major findings in relation to question #1 demonstrate that teachers experienced inclusion through enhanced collaboration and decision-making power brought by positions on councils and committees, as well as additional professional development meetings. In response to question #2, this study found teachers experienced more pronounced transformation in the pillars one and two: emphasis on high-quality teaching and curricula that is engaging, culturally relevant and challenging. Findings suggest that the university, whose CS initiative was led by their school of education, was well suited to be the lead-partner agency for the school in study because of the school’s desire to improve the quality and stability of their faculty. Additionally, several of the primary decisions made by the school’s leadership and shared-governance council created conditions in which successful organizational learning could occur, including building additional professional learning and collaboration time into the weekly schedule, and combining decision-making bodies to improve representation through the inclusion of a larger group of stakeholders.

This article reports on the outcomes of a qualitative study carried out with teachers in four eastern Andalusian provinces (Granada, Almería, Jaén, and Córdoba) into their perspectives on the implementation of CLIL programmes. Data triangulation, methodological triangulation, and location triangulation have all been employed to obtain a comprehensive and representative picture into the way in which CLIL programmes are playing out in this context. After framing the topic against the backdrop of the projects, the paper expounds on the objectives, methodology, variables, and procedure employed in the study. The bulk of the article is devoted to outlining its main findings in relation to the ten main fields of interest which have been canvassed: L2 use in class, L2 development: discursive functions, competence development, methodology, materials and resources, evaluation, teacher training and motivation, mobility, coordination, organization, workload, and overall appraisal of bilingual programmes. Within-group comparisons are also carried out to determine the existence of statistically significant differences within the cohort of teachers in terms of a series of identification variables. A detailed diagnosis of where we currently stand in this process of adaptation to CLIL models is provided and the main lacunae to be addressed in this area are pinpointed., Este artículo presenta los resultados de un estudio cualitativo realizado con profesorado de las cuatro provincias orientales andaluzas (Granada, Almería, Jaén y Córdoba) para conocer sus perspectivas sobre la implementación de los programas AICLE. Para obtener una imagen representativa y completa del modo en el que dichos programas se están desarrollando en ese ámbito, se ha empleado triangulación de datos, metodología y lugar. Tras situar el tema en el contexto de los proyectos, el artículo explica los objetivos, metodología, variables y procedimiento del estudio. El resto del artículo expone los principales hallazgos en las diez áreas de interés consideradas: uso de la lengua extranjera en clase, desarrollo de la misma (funciones discursivas), desarrollo de competencias, metodología, materiales y recursos, evaluación, formación del profesorado y motivación, movilidad, coordinación, organización, carga de trabajo y valoración general de los programas bilingües. También se han realizado comparaciones intragrupales para determinar la existencia de diferencias estadísticamente significativas dentro del profesorado en función de una serie de variables de identificación. Se proporciona un diagnóstico detallado de la situación actual en el proceso de adaptación a los modelos de AICLE y se explican las principales lagunas que han de afrontarse., This paper reports on some of the outcomes of the R&D projects FFI2012-32221 and P12-HUM-2348, funded by the Ministerio de Economía y Competitividad and the Junta de Andalucía, respectively.

A number of studies have been conducted to identify the impact of the Dynamic Approach to School Improvement (DASI) on student outcomes, using mainly quantitative and experimental designs. However, few studies explored the impact of DASI in schools facing challenging circumstances using qualitative methods This in turn restricts our ability to provide in-depth and detailed explanations of how, why and under which conditions DASI works in improving student outcomes in socially disadvantaged schools. This study provides an in-depth understanding of the teachers’ perspectives of the facilitators and barriers they encountered while implementing DASI in a primary school in England with a relatively high percentage of socially disadvantaged students. Data were gathered from teachers using semi-structured interviews at the beginning, during and the end of the intervention. The results of the study highlight important changes in a number of elements related with teacher, school and DASI characteristics.

Graphing calculators are hand-held technological tools currently used in mathematics classrooms. Teachers’ perspectives on using graphing calculators are important in terms of exploring what teachers think about using such technology in advanced mathematics courses, particularly precalculus courses. A descriptive intrinsic case study was conducted to analyse the perspectives of 11 teachers using graphing calculators with potential Computer Algebra System (CAS) capability while teaching Functions, Statistics, and Trigonometry, a precalculus course for 11th-grade students developed by the University of Chicago School Mathematics Project. Data were collected from multiple sources as part of a curriculum evaluation study conducted during the 2007–2008 school year. Although all teachers were using the same curriculum that integrated CAS into the instructional materials, teachers had mixed views about the technology. Graphing calculator features were used much more than CAS features, with many teachers concerned about the use of CAS because of pressures from external assessments. In addition, several teachers found it overwhelming to learn a new technology at the same time they were learning a new curriculum. The results have implications for curriculum developers and others working with teachers to update curriculum and the use of advanced technologies simultaneously.

This research aims to know the perspectives of elementary and middle school teachers who participated in three lesson studies about this professional development process and about their professional learning. The study follows a qualitative and interpretative approach, with data collected through interviews, which were realized in June and July of 2016, and data analysis made through content analysis. The teachers’ perspectives regarding the dynamic of lesson study development indicated that they considered this an intense process of collaboration and reflection about the elaboration of exploratory mathematical tasks and about pupils’ learning. Regarding the professional learning made possible by this process, they refer to have developed and deepened their mathematical knowledge and their knowledge of classroom strategies focused on pupils’ thinking. Besides, they indicated that the lesson studies promoted changes in terms of professional and personal relationships of the school routine.

Recently, the idea that individuals who become learners in educational settings have different features not only in terms of language and culture, but also cognitive skills, past life experiences, pre-knowledge resulting from these experiences, and the way that they, has been widely accepted in the literature of educational sciences (Huebner, 2010; Prince, 2011; Schlechty, 2009; Tomlinson, 1995, 2001; Tomlinson et al., 2003; Vygotsky, 1978).This fact comes along with the necessity for teachers that they plan their teaching considering the differences of the students who are defined as the richness of teaching (Anderson, 2007; Palmer, 2005). Research findings show that teachers feel this necessity, and most of them consider the culture, language, economy, intelligence, motivation, etc. and related differences between students as an important part of the educational processes (Casey & Gable, 2011; Prince, 2011; Sharabi, 2009). However, examining the implementations intended to address these differences, we can observe that teachers either ignore this fact, or the plans they design involve giving less tasks for students with learning difficulties, and provide better students with more complicated tasks they probably have difficulty in doing (Gable et al., 2000). These kinds of implementations can be defined as useless or asystematic as students are assigned to a task that is more advanced, or much easier than the conceptual framework they learn. However, differentiation in education is not an approach based on "more" or "less" challenge trials. On the contrary, it is considered a process that is based on theoretical foundations related to the topic, requires systematic planning, has certain implementation principles, and required clarity (Levy, 2008).This process, called differentiated education, is an approach that is inspired from Vygotsky's (1978) socio-cultural learning theory that asserts that learners should study in certain social and cultural contexts. Additionally, this approach was also influenced by brain-based learning principles. Some of the principles of brain-based learning theory that have influenced the differentiated education approach are as follows (Tomlinson & Kalbfleisch, 1998): (1) Safe and unthreatening learning environments support learning. (2) Students should meet new circumstances in an appropriate way, they should feel comfortable when they face new circumstances, and besides content should be neither too easy, not too difficult. (3) Students should make sense of the ideas and skills through meaningful relations. Additionally, we can claim that this approach has also been affected by theories that are learning and information-processing oriented, and based on learning and thinking styles (Dunn, 2000; Kolb, 1984; Sternberg & Williams 2002). Similarly, the multiple-intelligence theory coined by Gardner (1993) is one of the theories that influenced the differentiation in teaching's emphasis of individual differences between learners. In addition, there is another theory that influenced differentiation in teaching. It is Maslow's (1987) theory of hierarchy of needs, which asserts that students can only learn when their basic needs are met, and as their needs are met students can get to more advanced levels of learning. Tomlinson (1995) who were inspired from the theories mentioned above, and organized differentiated education approach as an efficient and systematic approach that is based on arranging content, process and product for each learner, was also one of the most important contributors to this approach. At this point, it would be beneficial to define the concept of the "Differentiated Education Approach" studied in the present research, and its uses in educational environments in detail.In the related literature, the differentiated education approach is defined as a process in which teachers plan their teaching considering the different needs of different learners, not arranging the quantitative structures of the tasks assigned to students, but making qualitative analyses to associate the structure of the task and students' needs (Hall et al. …

A national curriculum for all students suggests curriculum design that can make a difference in academic opportunity for the 15-20% of the Australian school population verified with a disability (Department of Education, Employment and Workplace Relations [DEEWR] 2013). The Australian Curriculum from its inception has been challenged for how it caters for the needs of students with disabilities. The Australian Curriculum, Assessment and Reporting Authority (ACARA) claim responsibility for designing the intended curriculum however responsibility for the enacted curriculum has been delegated to states and territories.It has been argued that how one teaches cannot be separated from what is being taught and learnt (Lusted 1989) with curriculum defined as what teachers enact in their classroom(Boomer 1991, 1999). It is timely to explore the Australian curricula in light of pedagogical justice, particularly for students with disabilities In thinking about these issues, this paper argues that the capabilities approach of Amartya Sen (1985) and Martha Nussbaum (2003) provides a powerful theoretical framework for advancing curricula and pedagogical justice for students with disabilities. Nussbaum’s ten Central Human Capabilities are used as a lens to assess how the learning needs of students with disabilities are being met in relation to the literacy capability of the Australian Curriculum. These case studies analyse two teacher perspectives of their interpretation and under standing of the literacy capability across both special education and mainstream school settings located in Adelaide, South Australia. The paper concludes by proposing ways in which the Australian Curriculum can better ensure that education contributes to developing some or all of Nussbaum’s 10 central human capabilities: life; bodily health; bodily integrity;senses, imagination and thought; emotions; practical reasoning; affiliation; other species;play; and control over one’s emotions. These need to be developed at least up to a threshold level for students with disabilities and ultimately advance pedagogies for their inclusion in a national curriculum. Refereed/Peer-reviewed

Nowadays, technology plays a fundamental role in education, in general, and in mathematics education in particular. The graphing calculator has been an important technological tool in mathematics classrooms since its invention and introduction in 1985 by Casio. As graphing calculators provided so many uses, their contribution to the teaching and learning process has been investigated by many researchers who have shown the use of such technology can have a significant effect on improving mathematics teaching and learning. Investigating the impact of graphing calculators on student learning is important. It is also essential to research teachers’ perspectives on how using graphing calculators in mathematics determines how such use affects their teaching and learning. However, there are few studies on this issue. Therefore, this dissertation study may fill the gap in the literature in terms of examining high school mathematics teachers’ perspectives when they teach a precalculus course with technology integrated in the curriculum materials. In this study, I analyzed eleven teachers’ perspectives about using graphing calculator technology in a precalculus course, titled Functions, Statistics, and Trigonometry (FST). This study was a descriptive intrinsic case study in which I analyzed teachers’ perspectives about how they use graphing calculators in the FST course, specifically about their teaching and students’learning with available graphing calculator technology. Additionally, I explored teachers' perspectives about the issues they face when using the available technology and for what topics teachers frequently used it. I used mixed methods to examine eleven mathematics teachers’ perspectives about their teaching, students’ learning, and issues that arise when they use graphing calculator technology. In the quantitative part of the study, I created an Index of Teachers’ Initial Perceived Attitude and Experience Level and an Index of Teachers’ Use of Graphing Calculators to measure teachers’ perspectives on technology use at the beginning and end of the school year, respectively. In the qualitative inquiry, I analyzed teachers’ responses to semi-structured interview questions by using thematic analysis. The results of this study showed eight of the eleven mathematics teachers’ students used graphing calculators with Computer Algebra System (CAS) capability loaned by The University of Chicago School Mathematics Project (UCSMP). Five teachers had a high initial perceived attitude and experience level and the other six teachers had a medium level. All teachers reported that helping students learn to use a symbolic manipulator was equally or less important than to use a graphing calculator. The themes (1) Teachers’ use of graphing calculators, (2) Teachers’ opinions about students’ use of graphing calculators, and (3) Teachers’ issues with graphing calculator technology were created to explain teachers’ responses to interview questions related to their graphing calculator perspectives throughout the year. Teachers typically used graphing calculators almost every day for such purposes as exploring mathematics, solving problems, and checking work. Some teachers reported the benefits of using graphing calculators in terms of instruction were focusing on the concepts and showing additional solution approaches. Teachers who wanted their students to be able to do some work without graphing calculators used no calculator tests or questions on which graphing calculators were not allowed as part of their assessment process. Teachers mentioned the need for a manual showing the steps for using graphing calculators with CAS. Teachers’ opinions about students’ use of graphing calculators included that students generally liked them. Teachers reported graphing calculators positively affected students’ learning because students were able to find the answers for problems and have better visualization opportunities. However, teachers reported some meaning was missing and students’ arithmetic skills were negatively affected because of the presence of graphing calculators. Additionally, five teachers indicated their students relied on the graphing calculators too much. The most common issue teachers had relative to graphing calculator technology was the liability issue of the graphing calculators sent by UCSMP for students to loan. Teachers were responsible for those loaned graphing calculators. Additionally, cheating, using features that minimized the mathematics, and not being familiar with the type of graphing calculators loaned from UCSMP were other issues teachers reported. Teachers’ graphing calculator use was demonstrated based on the index of teachers’ use of graphing calculators. Seven teachers were high in terms of their use of graphing calculators at the end of the school year and four teachers had a medium use of graphing calculators. For implications of this study, mathematics teacher educators can use the results to improve professional development programs for teachers. They might create workshops based on teachers’ perspectives and their initial perceived attitude and experience level. Additionally, textbook developers can create more exploration activities with graphing calculators, especially with CAS.

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Ciências da Educação - Especialização em Educação Especial, Domínio Cognição e Multideficiência Um dos desafios atuais no nosso sistema de ensino é construir uma escola de todos para todos, uma escola inclusiva que respeite a heterogeneidade dos alunos e que lhes permita aceder a respostas educativas adequadas. Com as novas politicas, educativas a inclusão de alunos com multideficiência no contexto do sistema de ensino regular, tem constituído um desafio maior aos professores e à escola. Este desafio exige mudanças quer nas atitudes e práticas dos agentes educativos, quer nas estruturas do sistema de ensino ao nível organizacional e na gestão das respostas educativas. Neste contexto, o presente estudo pretende caracterizar as conceções dos professores de educação especial e dos professores do ensino regular face à inclusão de alunos com multideficiência e como se organizam as respostas educativas a estes alunos. O trabalho desenvolveu-se de acordo com a metodologia de estudo de caso, centrado em oito entrevistas, a professores do 1º, 2º e 3º ciclo do ensino regular e a professores de educação especial de duas unidades de apoio a alunos com multideficiência. Como técnica de recolha e tratamento de dados, utilizámos a entrevista semiestruturada e a análise documental, que foram submetidas a análise de conteúdo seguindo os passos recomendados para a mesma. Concluímos que os professores não colocam reservas à inclusão dos alunos com multideficiência no sistema regular de ensino. São da opinião que devem ter igualdade de oportunidades como os restantes alunos e que estes são uma mais-valia à escola pois permitem o desenvolvimento de competências sociais e o reconhecimento da diferença. A inclusão para estes professores, centra-se no processo de socialização e normalização. No entanto os professores só consideram possível a inclusão, quando a escola estiver dotada de recursos adequados e os professores, bem como restantes agentes educativos, tenham formação na área das necessidades educativas especiais. - Abstract One of the actual challenges in our education system is to have a school that suits everyone, a school that respects differences amongst students and that allows proper educational measures. The inclusion of multi-disabled students in regular schools has been a major challenge to teachers and schools. This measure demands new attitudes and procedures in regards to organisation and management in the educational structures. The purpose of this study is to identify teachers perspectives regarding the inclusion of multi-disabled students in regular schools and how the plan of action is managed, whether they work in special education or regular education. This assignment was developed according with study cases methods and it consists in eight interviews to teachers from first, second and third cycles of regular education and to teachers of special education that work with multi-disabled children. The qualitative data collection and processing followed the semi-structured interviews and document analysis methods. The study conclusion is that teachers are not against the inclusion of multi-disabled students in regular schools. They defend equal opportunities for all students and that this inclusion is a benefit as it allows the development of social competencies and the recognition of difference. For these teachers the inclusion is centred in a socialisation and normalisation process and they believe that full inclusion is only possible when the schools have the right resources and both the teachers and all educational agents as well, have training in special education.

The theoretical justification for enactivist approaches to learning is just beginning to emerge, and remains largely theoretical. Enactivism conceptualized as play beings us closer to the heart of the question about how play-based social studies might look. Recent research in simulations and games—forms of play—help to reveal some of the potential of the enacted domain. This paper attends to the (inter)subjective perspectives and lived experiences of two veteran middle school teachers who use play as a regularly occurring feature in their social studies teaching classes, which they co-construct and co-teach. Using a basic interpretive approach to research, this paper serves to highlight these perspectives and experiences as related by the participants in an effort to contextualize a highly theoretical approach to learning. Throughout this study, participants revealed their perceptions that the pedagogies of play are challenging but invaluable tools with which to approach social studies teaching. In doing so, this paper will help to illuminate some potential promises and pitfalls that an enactivist approach to social studies presents for the teachers.

The present study aimed to explore the teachers' and learners' perspectives on learner role in EFL classrooms. Thus, in order to have a better description of the research issue under investigation, six major issues focusing on classroom language learning and teaching process were identified as the main areas of concern in the present study. Hence, the 'learner role' in: goal and objective setting process, textbook selection, language teaching methodology, language instruction, learning strategies and evaluation process were investigated all through the study. The present study was structured in the frame of research questions which guided the study, this would also help the learner to ease the way during the interpretation of the research findings. In order to probe into the research issue under investigation, various data collection instruments were used; questionnaires, interviews, classroom observations and field notes. Questionnaires were the leading instruments of the study; and interviews, classroom observations and field notes also helped to get a deeper understanding regarding the teachers' and learners' perspectives on learner role in EFL classrooms. The data was elicited from 300 students and 40 teachers of English from five different public primary schools in Bursa, Turkey. The analysis of the data emerged some intriguing results. It was found out that the teachers and learners have similiar perspectives regarding the learner role in goal and objective setting process held in EFL classrooms. Both the teachers and learners strongly believe that defining the goals and objectives of a lesson is a matter not only beyond students' abilities but also out of their responsibilities in EFL classrooms. When it comes to the learner role in textbook selection process, students are on the point of the view that although the textbook selection procedures are carried out by their teachers, they still want to involve in that process. On the other hand, many of die teachers do not believe in the importance of student involvement in textbook selection process. Another finding appeared in the study is that neither the students nor the teachers Ihink that students can be participated in the methodological issues of the EFL classrooms. Most of the students tend to believe that the primary aim of students in the instruction process is to receive the information presented by the teacher. However, what students believe about their own role is somewhat different from the perspectives of most of the teachers who want their students to involve in critical thinking processes by asking questions during the lesson. Regarding the role of learners in the development of language learning strategies, it was found out that a great majority of teachers and students have a strong preconception that the best language learning strategies are the ones that are designed and provided by tiie teacher in EFL classrooms. When it comes to the role of the learners in the evaluation process, it was discovered that while students believe that they can evaluate their own progress with the absence of their teacher by means of practices and quizes, the teachers disagree with the idea that students can not play an active role in evaluating their own progress in EFL classrooms. In the light of all these findings, it is suggested that both the teachers and the learners need to broaden their perspectives on 'learner role' in EFL classrooms, and mthey should learn to be respective to each other's beliefs and perspectives in EFL classrooms.

Teachers’ continuing professional development (CPD) is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare practitioners adequately and to improve their instructional and intervention practices when they are in the workforce. Despite the general acceptance of CPD as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most programmes. Furthermore, many teachers express dissatisfaction with the professional development opportunities they get in schools and insist that the most effective development programmes that they have experienced were self-initiated. It appears that many CPD programmes have yet to be implemented on the basis of understanding professional development from the perspective of the participating teachers: What drives them to enlist in the programmes and how can such programmes make a difference to the teachers and their classrooms? The present study seeks to turn research back to the beneficiaries of professional development – the teachers. It explores teachers’ perspectives of CPD in general and what it means to them personally and in the context of their work. We focus on a group of teachers who were part of a science and mathematics professional development intervention for six years and explore the teachers’ conceptions of the intervention, its meaning for them and their work, and its impact on their classroom practices and students over the period of intervention and beyond. We also explore, in greater detail, data from an extensive and longitudinal study of three teachers who were part of the CPD programme. In discussing our data, we assert that CPD – however well intentioned and executed – will be received differently by the participating teachers because of their different personal circumstances and investment(s) in the process. We argue that the more there is alignment between the personal circumstances and motivations of the teachers and the CPD intervention, the more likely it is that the outcomes will be meaningful for the participating teachers – with better possibilities for sustaining the impact of the intervention.

Background Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. Methods A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. Results The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). Conclusion This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs for the teachers of all disciplines, rather than having separate training programs exclusively for medical teachers. Logistically, this would make it much easier to arrange such programs in universities or colleges with different faculties or disciplines.

This paper reports on the findings of a mixed method comparative study investigating teachers’ perceptions of gender identity in Netherlands and Turkey. Data was collected via an online survey from 506 teachers followed by a focus group interview with a small subgroup. An analysis of the results of qualitative data focus on teacher experiences with and attitudes to gender identity, particularly in relation to practices. Findings indicate that despite the culturally diverse background, the participant teachers from both countries seemed to agree on some of the items; however, Turkish teachers were generally more conservative and less tolerant to ‘the other’. The presentation will at the end discuss the urgent need, especially in Turkey, for more research that explores how teachers can learn to become a guide to ‘the other’, and the extent to which this increases the student motivation and success. Teachers in Turkey are not deliberately obstructive, but they lack the knowledge to perform this role of guiding students with a different sexual preference. The first step is providing training for school staff to improve rates of intervention and increasing the number of supportive teachers, as well as other staff available can be the first resulting in a healthier and happier community. It is important to find ways to train teachers with the skills and attitudes that will create more vibrant and diverse schools. RESUMO Este documento (estudo, ensaio, tese) relata as conclusões de um estudo misto comparativo que investiga as perceções de professores sobre a identidade de gênero na Holanda e na Turquia. Os dados foram coletados por meio de inquérito online a 506 professores seguido de uma entrevista de grupo, focada num sub grupo. Uma análise dos resultados dos dados qualitativos foca nas experiências e atitudes de professores relacionadas com identidade de gênero, particularmente em relação às suas práticas. Os resultados indicam que, apesar da experiência culturalmente diversa, os professores que participaram de ambos os países parecem concordar em alguns pontos; no entanto, os professores turcos são geralmente mais conservadores e menos tolerantes para com “o outro”. O estudo (documento, ensaio) aborda a necesssidade urgente, especialmente na Turquia, de mais pesquisa que explore a forma como os professores podem aprender a se tornar num guia para “o outro”, e o quanto isto poderá aumentar a motivação e o sucesso do aluno. Os professores na Turquia não são deliberadamente obstrutivos, mas falta-lhes o conhecimento para poder desempenhar o papel de orientar estudantes com uma preferência sexual diferente. O primeiro passo é providenciar formação ao quadro de funcionários da escola para melhorar as taxas de intervenção e aumentar o número de professores assistentes, bem como outros funcionários disponíveis resultarão numa comunidade mais saudável e mais feliz. É importante encontrar como formar professores com as competências e atitudes que criarão escolas mais vivas e com mais diversidade.