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Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Iranian novice and experienced EFL teachers' beliefs and practices of LOA. Data were collected from self-reported practices and semi-structured interviews. Analysis of the data through MAXQDA revealed that the novice and experienced teachers' LOA beliefs featured similarities and differences. While the novice teachers' LOA beliefs were less sophisticated, experienced teachers highlighted a more central role for LOA in their integration of teaching and assessment. Moreover, while novice teachers preferred using self- and peer assessment, the experienced teachers used more portfolio and dynamic assessment for their LOA-related practices. The study provides implications for teachers and teacher educators to use LOA in professional development courses. [ABSTRACT FROM AUTHOR]

Purpose: Inspired by Kuan-Hsing Chen's "Asia as method," this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan. Design/Approach/Methods: Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo. Findings: Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing "fairness." Originality/Value: This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion. [ABSTRACT FROM AUTHOR]

Abstract Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Iranian novice and experienced EFL teachers’ beliefs and practices of LOA. Data were collected from self-reported practices and semi-structured interviews. Analysis of the data through MAXQDA revealed that the novice and experienced teachers’ LOA beliefs featured similarities and differences. While the novice teachers’ LOA beliefs were less sophisticated, experienced teachers highlighted a more central role for LOA in their integration of teaching and assessment. Moreover, while novice teachers preferred using self- and peer assessment, the experienced teachers used more portfolio and dynamic assessment for their LOA-related practices. The study provides implications for teachers and teacher educators to use LOA in professional development courses.

Student well-being and student voice are two interrelated concepts that can play a critical role in education. While Student well-being refers to the overall state of students' physical, mental, and emotional health, student voice represents the active involvement and participation of students in shaping their own educational experiences. Notwithstanding the intimate association, there is a limited body of research that explores how students' distinct perceptions of teachers' practices that promote their well-being influence students' actual well-being levels. To address this research gap, a study was conducted involving 486 students. The participants, with an average age of 13.5 years, completed a questionnaire. Among the participants, 51.1% identified as female, and 13.6% had experienced academic retention. The latent class results classified the 7–9 grade student's beliefs about teacher's practices into “few times,” sometimes' and “often.” The model fitting results were as follows: Akaike Information Criterion (AIC) was 2,555.904, Bayesian Information Criterion (BIC) was 2,610.244, Adjusted Bayesian Information Criterion (aBIC) was 2,568.983, and Entropy was 0.802. Compared with the “few times” and “sometimes” class, the “often” class was more prevalent in 8th grade (p = 0.05) and among male students (p = 0.04). Findings show that class membership is a predictor of student well-being (interpersonal, life satisfaction and perceived competence). Students who feel that their teachers are attentive, supportive, and address their needs more frequently are more likely to experience enhanced well-being.

Background: South Africa is a country with a reading crisis: 81% of Grade 4 learners are unable to read for meaning in Grade 4. Teaching methods and practices have been identified as a primary cause; there is an over-reliance on choral methods, very little focus on meaning, weak feedback and assessment, and little interaction with books. Aim: This article reports on the kinds of knowledge required to teach Group Guided Reading (GGR) and the extent to which teachers enacted this knowledge in their practice, using Shulman’s (1987) knowledge categories. Setting: The research was carried out in three no-fee, township primary schools where isiXhosa was the language of learning and teaching (LoLT), in the Eastern Cape, South Africa. Methods: The research took the form of a case study of three teachers, who were given support, including coaching, to implement GGR. Data were generated through classroom observation and stimulated recall interviews using videos; the data were analysed using Shulman’s knowledge categories (1986, 1987). Results: Teachers demonstrated sufficient pedagogical content knowledge (PCK) to put GGR into practice. However, no assessment was observed, and two of the teachers chose not to put the learners into reading ability groups, both of which are core elements of GGR. Conclusion: New methods of teaching do not always take account of local circumstances. Contribution: Group Guided Reading was developed in countries where classes are small, and classrooms are spacious and well-equipped.

IntroductionThis study examined the factors that determined English as a Foreign Language (EFL) teacher decisions to refrain extending the use of culture-related classroom discussions. Specifically, we focused on the episodes in which teachers decided against holding specific culture-related discussions, to better understand the reasons for limited inclusion of diverse cultural content.MethodsIn our examination of the data, we opted for the Theory of Planned Behavior as a lens to interpret teachers' motives for deciding at will not to have a culture-related discussion. The study followed negative case methodology to gain insight into why teachers avoided classroom discussions about culture. Within this methodology, we applied the Possibility Principle to define and select relevant sample of cases. To analyse the cases, we employed hybrid approach of qualitative methods of thematic analysis.ResultsA thematic analysis of teacher interviews (N = 30) revealed that Israeli EFL teachers' decisions to refrain from culture-related classroom discussions were influenced by their personal norms and attitudes, perceptions of their roles as teachers, social conventions, and expectations of various school stakeholders. Specifically, we found that the major barriers to conducting culturally-related classroom conversations in the Arab sector had to do with the values endorsed by the school culture, with teachers' tendency to avoid taboo topics in their teaching due to concerns about how students would react or become alienated. For immigrant teachers, personal norms and perceptions of control operated as key factors in their decisions to avoid sensitive issues. Majority teachers cited negative attitudes, moral panics, school culture and perceptions of control as principal reasons for avoiding controversial topics.DiscussionThe emergent patterns are discussed as embedded in the cultural and social norms with possible implications for teaching in the multicultural classroom.

The aim of this study is to investigate the impact of mentoring practices designed to support the implementation of the updated physics curriculum on teacher practices. To achieve this objective, a three-stage model utilizing a group mentoring approach was developed, consisting of Preparation (need assessment to identify current teacher status), Realization (mentoring practices addressing identified gaps in subject knowledge), and General Evaluation (assessment of the impact of mentoring practices on teacher practices before, during, and after the implementation process). The didactic engineering method was adopted, and three physics teachers were observed over a 16-week period using camera recordings. The observations were categorized according to physics-specific competencies, and the teachers' practices were analyzed accordingly. The findings indicate that the mentoring support had a positive impact on the teachers' development of didactic structure and student-centered approaches, with some regression observed after the cessation of mentoring. However, teachers' practices remained improved compared to their initial state. This study was limited to three volunteer physics teachers, but the results suggest that mentoring practices can be more effective in improving teachers' compliance with the curriculum in applied teacher education, and the study has practical implications for teacher training and professional development. The study contributes to the field by providing a different perspective on teacher training, emphasizing practical training and needs assessment over theoretical education.

Parental involvement, as well as parent and teacher relations, have been considered as a significant factor that affects children’s schooling. Still, in order to foster inclusion, parent–teacher relations need further investigation. This study explores parent and teacher perceptions of parental involvement in the education of students with Learning Disabilities (LD) based on Epstein’s (1995) parental involvement typology. Epstein’s questionnaires for parents and teachers were administered to 151 mothers, 77 fathers, 232 general, and 126 special education teachers in Greece in order to investigate their perceptions of parental involvement types and practices concerning the education of children with LD. The differences among parent- and teacher-related sociodemographic characteristics were also examined. The findings reveal that the parents associate their involvement in the education of their children with LD more with Type 1-Parenting, whereas the teachers with Type 5-Decision making. Parents use more Type 4-Learning at home practices, whereas teachers employ Type 2-Communicating practices. Notwithstanding, there are a series of statistically important findings concerning parent and teacher perceptions of parental involvement and practices in the education of children with LD by sociodemographic characteristics. Results are discussed in relation to their implications in promoting more inclusive and sustainable home–school partnerships [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the impact of mentoring practices designed to support the implementation of the updated physics curriculum on teacher practices. To achieve this objective, a three-stage model utilizing a group mentoring approach was developed, consisting of Preparation (need assessment to identify current teacher status), Realization (mentoring practices addressing identified gaps in subject knowledge), and General Evaluation (assessment of the impact of mentoring practices on teacher practices before, during, and after the implementation process). The didactic engineering method was adopted, and three physics teachers were observed over a 16-week period using camera recordings. The observations were categorized according to physics-specific competencies, and the teachers' practices were analyzed accordingly. The findings indicate that the mentoring support had a positive impact on the teachers' development of didactic structure and student-centered approaches, with some regression observed after the cessation of mentoring. However, teachers' practices remained improved compared to their initial state. This study was limited to three volunteer physics teachers, but the results suggest that mentoring practices can be more effective in improving teachers' compliance with the curriculum in applied teacher education, and the study has practical implications for teacher training and professional development. The study contributes to the field by providing a different perspective on teacher training, emphasizing practical training and needs assessment over theoretical education. [ABSTRACT FROM AUTHOR]

We conducted a qualitative study with 14 Iranian EFL teachers to explore their perceptions about feedback and to investigate the factors that mediated their translation into feedback practices. As our analysis indicated, students’ expectations, teachers’ perceptions, institutional guidelines, and parents' expectations were important constituents of our teachers’ perceptions. Our analysis also suggested that our participants’ perceptions were comprised of a network of variables, and these variables were at times conflicting. For instance, while the teachers valued feedback on content and organization, their students preferred grammar-centered written feedback. These student expectations were also reported to affect English institutions’ guidelines regarding the provision of written feedback. However, our findings showed that students’ expectations were the dominant factors which ultimately determined the translation of our teachers’ perceptions to their feedback practices. Overall, the findings indicate that our teachers’ perceptions are rarely the basis for their practice, primarily because of dominant student perceptions.

Data manifest all four dimensions of the Global Teaching Model situated relevant practice, integrated global learning, critical and cultural consciousness raising, and intercultural collaboration for transformative action to differing degrees. This study provides evidence for the Global Teaching Model as a prospective framework and emphasizes the critical dimension when internationalizing teacher education. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces. [ABSTRACT FROM AUTHOR]

Form-focused instruction occupies an important position in China's secondary schools. However, middle school English teaching has been criticized for the sustainability of form-focused instruction. The new English Curriculum Standards for China's secondary English teaching suggest that grammar teaching should be integrated into communicative activities, but no precise guidance is provided on how to integrate grammar into communicative activities. This study investigates teachers' beliefs and practices about form-focused instruction, as well as the factors influencing their beliefs and practices, in the context of China's secondary schools. Data were collected through 33 classroom observations and interviews with 3 teachers with different levels of experience. The findings reveal that, overall, the teachers preferred form-focused instruction, focus on forms and explicit teaching. The teachers with more teaching experience adopted communicative approaches of form-focused instruction, integrating form and meaning at different times inductively. The teacher with fewer teaching years adopted traditional, isolated, and deductive methods of grammar teaching. The differences between the teachers were found to be influenced by various factors, including teaching and research activities, curriculum standards, examinations, and learning experience. The teachers' beliefs and practices and the gaps and connections between theoretical domains and classroom practices were discussed and implications were provided. [ABSTRACT FROM AUTHOR]

English as a lingua franca (ELF) has challenged English language teaching and learning and has recently impacted teacher education as well as teacher beliefs and practices. Nevertheless, there are very few studies exploring teachers' beliefs and practices towards ELF-aware assessment. Within the framework of an online ERASMUS+ course, the current study investigated the perceptions of English language teachers towards assessment within two multilingual contexts, Norway and Italy. The data were collected through the assessment course activities and final assignments. The findings showed that most teachers were in agreement with balancing ELF-aware teaching and assessment but struggled to address formative and summative assessment mandates in their multilingual contexts. The evolving classroom context that characterizes multilingual settings demands teachers to develop flexibility and innovation as part of their language assessment literacy trajectories. This study has several implications for language teachers, teacher trainers, and future researchers. [ABSTRACT FROM AUTHOR]

Curriculum reform is a significant approach to prepare schools to be effective in meeting contemporary societal needs and imperatives. Several countries around the world, therefore, engage in curriculum reform to enable schools to prepare children with the knowledge, skills, and competencies needed in the present and future society, but implementing change following a curriculum reform is often complex. In our study, we sought to understand how teachers respond to curriculum implementation following the introduction of the national pre-tertiary education curriculum framework (NPECF) in Ghana. We employed a concurrent, nested, mixed-design strategy (embedded design) using a sample of 352 randomly selected basic school teachers from six regions in Ghana. Data from surveys and interviews reveal that teachers consider the NPECF as relevant for Ghanaian educational fortunes; however, a myriad of classroom challenges come with the implementation process. We concluded that these challenges could affect the realization of the relevance of the NPECF if schools and teachers are not well resourced. We call the attention of duty bearers to the need to provide the necessary resources for the seamless implementation of the NPECF in Ghana. For policy adjustment, we recommended and proposed improvisation as an approach for teachers to utilize and exert autonomy and independence in the design and delivery of classroom instruction to sustain the NPECF in primary schools. Again, our study calls for coordination and collaboration among parents, civic society, and individuals across political divides to remain united to provide a solid foundation for education in Ghana. [ABSTRACT FROM AUTHOR]

Abstract Despite the substantial growth of research on teachers’ beliefs and practices in the past decades, little research has examined the impact of teacher education on in-service teachers’ grammar beliefs and practices. The present study aimed to fill part of this gap in relation to two Iranian novice EFL teachers. Data were collected before and after a grammar-oriented teacher education course from semi-structured interviews and classroom observations. The findings showed that the course influenced the teachers’ beliefs to move from a more teacher-fronted approach toward an approach that marked attention to the importance of learners’ socioemotional states. Moreover, the teachers’ practices after the course featured more attention to the collaborative and pragmatic aspects of grammar instruction. Based on the findings, we provide several implications for teacher education, which highlight the role of sociocultural and personal dimensions in programs that are structured around grammar instruction.

The present study aims to examine the construct of the classroom goal structure. Achievement goal theory of motivation suggests that two types of classroom goal structures can be identified: mastery goal structure and performance goal structure. The study presents the results of the Russian adaptation of the Approach to Instruction (Patterns of Adapted Learning Survey) scale which can be used to assess classroom goal structures from the perspective of teacher practices. The survey is built on a data which comes from a survey on a sample of fifth-grade teachers (N = 656) conducted in the fall of 2020. The study includes a description of the steps for adaptation of the scale into Russian. The study presents the results of confirmatory factor analysis and describes the adjustments to the initial model. The adapted scale demonstrated a good fit to the empirical data and adequate internal consistency. The Russian-language version of the scale can be used by researchers in future studies of the educational environment in the classroom in the context of learning motivation. The scale could potentially be employed in the future studies examining the factors that determine students’ educational outcomes as well as the development of social-emotional skills.

The purpose of this reflection paper is to present a new framework to guide the process of investment in education infrastructure through participatory planning, and to consider its application to the development of innovative spaces. Financing education infrastructure provides an opportunity to innovate to support student learning, but for this to happen infrastructure and education investments need to be conceived from the beginning as a single, intertwined process. The Constructing Education framework is based on research evidence about the effects of educational environments and theoretical understanding of change. It draws on the issues identified in a series of in-depth reviews carried out in the cities of Espoo, Finland, the department of Seine-Saint Denis, France and Malmö, Sweden, to explore the links between construction and education during the investment process.

In Norway, newly arrived immigrant children often start their schooling in special groups called reception classes. This study aims to examine one Norwegian reception teacher’s perceptions and practices of collaborating with the children’s parents. The empirical analyses are based on a qualitative approach with interviews and video observations of the teacher. Affirming earlier research about parent–teacher collaboration in Norway, the study shows that the teacher has developed her own practices of parent–teacher collaboration. Contradicting earlier research, the findings highlight that despite challenges, the teacher experiences collaboration with newcomer parents positively. This article presents activities the teacher engages in within and outside the classroom to foster mutual learning and parental involvement. In the discussion, the teacher’s approaches are not judged as right or wrong, perfect or imperfect, but rather appreciated as self-constructed and self-initiated approaches to collaborating with newcomer parents. The main result is that despite challenges, if the teacher appears to be motivated and has positive/pluralistic perceptions of immigrant pupils and their parents, then s/he finds ways to collaborate with newcomer parents. This article concludes with teachers’ practice recommendations for schools and some directions for future research.

With the multilingual turn in applied linguistics, translanguaging has been envisioned as a pedagogical approach in multiple contexts (Creese & Blackledge, 2010; Galante, 2020; Yilmaz, 2019). Recent discussions have turned to teachers' perspectives to understand how teachers' monolingual ideologies and beliefs could limit the potential of such approaches (Hillman et al., 2019; Holdway & Hitchcock, 2018; Tian, 2020). With a focus on Arabic as a multidialectal and multiglossic language, this paper examines teachers' translanguaging ideologies and practices and their nexus to language learning and intercultural communication. It used a focused, semi-structured interview to determine to what degree teachers' practices were consistent or in conflict with their ideologies regarding translanguaging. They were challenged with positions from translanguaging pedagogy to initiate their conceptual development. A discrepancy was found between teachers' ideologies and practices. That is, whereas they initially hesitated to accept translanguaging as a legitimate pedagogy, they were indeed translanguaging. This discrepancy is argued to limit learning. A qualitative analysis of the interviews with some teachers showed the emergence of an internally persuasive discourse about the potential of translanguaging. In light of teacher reflections that specified legitimate challenges, we argue for the judicious adoption of translanguaging pedagogy in multilingual and multicultural settings and discuss pedagogical implications and future research directions. [ABSTRACT FROM AUTHOR]

The aim of the study was to examine assistive technology (AT) use, elements teachers take into consideration when selecting AT, and barriers from the standpoint of teachers of students with severe intellectual and developmental disabilities. To answer the research questions, the researcher employed a sequential explanatory mixed-methods design. A self-administered online survey and interviews were conducted to collect data. A total of 92 special education teachers from four special education institutes were surveyed, and five teachers were interviewed to provide interpretations for the analysed quantitative data. Results demonstrated there were cultural factors that could influence AT use with students. Findings revealed there was a lack of AT use, with teachers reporting higher use of low-tech than mid-tech and high-tech. The most reported barriers were lack of AT devices and lack of training. The results also revealed there were statistical differences in AT use between the four special education institutes and between teachers with previous AT training. Four major themes and several sub-themes emerged from the interviews. The themes were (a) AT use, (b) considerations, (c) barriers, and (d) professional development. These themes made it possible to interpret and elaborate on the quantitative data. The findings suggest the necessity of professional development for teachers, an increase in financial support, and provision of appropriate curriculum for successfully using AT in classrooms. [ABSTRACT FROM AUTHOR]

Despite the substantial growth of research on teachers' beliefs and practices in the past decades, little research has examined the impact of teacher education on in-service teachers' grammar beliefs and practices. The present study aimed to fill part of this gap in relation to two Iranian novice EFL teachers. Data were collected before and after a grammar-oriented teacher education course from semi-structured interviews and classroom observations. The findings showed that the course influenced the teachers' beliefs to move from a more teacher-fronted approach toward an approach that marked attention to the importance of learners' socioemotional states. Moreover, the teachers' practices after the course featured more attention to the collaborative and pragmatic aspects of grammar instruction. Based on the findings, we provide several implications for teacher education, which highlight the role of sociocultural and personal dimensions in programs that are structured around grammar instruction. [ABSTRACT FROM AUTHOR]

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Purpose – In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up. Design/methodology/approach – A review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire. Findings – We found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching. Practical implications – The challenge of maintaining dialogic activities – teacher education to combat inequalities. Originality/value – A quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

This study focuses on the assessment practices of EFL teachers in the upper secondary level in Turkey and explores how teachers' assessment practices and the assessment dimension of English language curriculum (for grades 9 - 12) match. In the study, teachers' purposes of assessing learners, which aspects of language they assess, and how they carry out assessment are examined by comparing the findings to the recommended assessment practices in the curriculum. Additionally, how EFL teachers feel themselves in their assessment practices is explored. The study employs qualitative design by using document analysis, an open-ended questionnaire, and semi-structured interview. The participants are teachers of English who work at upper secondary schools in Turkey. The findings of the study reveal that (1) some of the teacher practices match with the assessment dimension of the curriculum while there is a mismatch between some of them; (2) teachers have misconceptions about authentic assessment and there is a lack of use of authentic assessment, (3) teachers are the only feedback providers in the classroom, and (4) teachers are divided into three groups of feelings about assessment practices as positive, negative, and neutral. [ABSTRACT FROM AUTHOR]

Research on EFL teachers’ beliefs and practices is significant for teaching effectiveness. This paper investigated and compared the convergences and discrepancies between an EFL teacher’s stated beliefs and observed classroom practices related to teaching an L2 speaking-oriented Topical Debates course. In mainland China, Topical Debates is a credit-bearing course that focuses on addressing both sides of an issue, as well as the associated different views. It is a compulsory course for English majors and an optional course for non-English majors. A qualitative case study with interviews and classroom observations was applied over two months. The findings indicate that the teacher generally practiced what she believed in the classrooms. Although some discrepancies existed, the reasons are related to the context of the teaching as well as learner factors, including their lack of preparation and their language proficiency level. The findings also demonstrate that this teacher held many common educational beliefs, which are highly crucial for teaching Topical Debates, such as critical thinking and logical thinking. The results suggest that it is necessary for EFL teachers to regularly and systematically examine the relations between their beliefs and practices through reflective practices for a better monitoring of their daily teaching practicums.

This paper explores the relations between teacher beliefs and practices about the medium of instruction from the perspective of complex dynamic systems theory. Through a functional framework of teacher classroom discourse, mixed analytical models were adopted to fully describe the close interaction and non-linear relations between teacher beliefs and practices. Data were collected through classroom observations and semi-structured interviews from three college teachers working in a typical research-based university in northeast China. The findings revealed the complex and dynamic relations between teacher beliefs and practices about the medium of instruction. The consistency and inconsistency between the analysis of interviews and classroom observations represented the tensions and changes between teacher beliefs and practices about the medium of instruction. The study calls for attention to the socially situated and co-evolving relations between teacher beliefs and practices and how they develop with contextual affordances, attractor states, flexible goals, and high dependence on initial conditions.

While collaborative writing has been increasingly investigated in educational research, little is known about whether and how it is adopted as a pedagogical activity in classroom contexts. This exploratory study investigated EFL teachers' perceptions of the implementation of collaborative writing in Chinese tertiary institutions. The analysis of in-depth interviews with 31 EFL teachers from 13 institutions in the People's Republic of China and their teaching materials reveals mismatches between their perceptions and practices, as well as their perceptions and knowledge. While the teachers perceived collaborative writing as valuable and feasible, more than half of them were not using it, and their perceptions were not supported by sound teacher knowledge. Practical implications are provided for implementing collaborative writing in classroom contexts.

This article aims at finding teacher’s and student’s practices that relate to performance in PISA reading literacy evaluations and that are feasible to intervene in order to assist the improvement of reading competency. To achieve this purpose, the study was developed with data collected from the population of Costa Rica that took the PISA evaluation in 2018 (n = 4691, 2340 men, and 2351 women). A linear regression of the reading score was performed utilizing plausible values and sampling weights. The predictors of the regression were contextual factors, teacher practices, and student habits. Time spent and interest in reading showed a positive and relevant association with student’s performance in reading, controlling important background aspects like economic resources and parents' education. Moreover, 28.19% to the obtained variance explanation of the reading literacy (27%) was only due to the teacher’s and student’s practices. These results provide favorable information to design interventions for the improvement of reading competency.

With the multilingual turn in applied linguistics, translanguaging has been envisioned as a pedagogical approach in multiple contexts (Creese & Blackledge, 2010; Galante, 2020; Yilmaz, 2019). Recent discussions have turned to teachers’ perspectives to understand how teachers’ monolingual ideologies and beliefs could limit the potential of such approaches (Hillman et al., 2019; Holdway & Hitchcock, 2018; Tian, 2020). With a focus on Arabic as a multidialectal and multiglossic language, this paper examines teachers’ translanguaging ideologies and practices and their nexus to language learning and intercultural communication. It used a focused, semi-structured interview to determine to what degree teachers’ practices were consistent or in conflict with their ideologies regarding translanguaging. They were challenged with positions from translanguaging pedagogy to initiate their conceptual development. A discrepancy was found between teachers’ ideologies and practices. That is, whereas they initially hesitated to accept translanguaging as a legitimate pedagogy, they were indeed translanguaging. This discrepancy is argued to limit learning. A qualitative analysis of the interviews with some teachers showed the emergence of an internally persuasive discourse about the potential of translanguaging. In light of teacher reflections that specified legitimate challenges, we argue for the judicious adoption of translanguaging pedagogy in multilingual and multicultural settings and discuss pedagogical implications and future research directions.

While collaborative writing has been increasingly investigated in educational research, little is known about whether and how it is adopted as a pedagogical activity in classroom contexts. This exploratory study investigated EFL teachers' perceptions of the implementation of collaborative writing in Chinese tertiary institutions. The analysis of in-depth interviews with 31 EFL teachers from 13 institutions in the People's Republic of China and their teaching materials reveals mismatches between their perceptions and practices, as well as their perceptions and knowledge. While the teachers perceived collaborative writing as valuable and feasible, more than half of them were not using it, and their perceptions were not supported by sound teacher knowledge. Practical implications are provided for implementing collaborative writing in classroom contexts. [ABSTRACT FROM AUTHOR]

Research on the impacts of Continuing Professional Development (CPD) on perceptions and practices has been conducted separately. This study attempts to investigate a relationship between the involvement of CPD and the alignment of teachers’ perceptions and practices about effective English teaching to draw a critical link between the relationship and the alignment. This study involved 6 teachers of English as a Second Language in Indonesia. Qualitative approaches of in-depth interviews and observations were the primary data collection tools. The findings indicate a partial relationship between CPD involvement and the alignment of teacher’s perceptions and practices. Specifically, as part of CPD, teacher’s professional enthusiasm is an indicator for a closer alignment in teacher’s perceptions and practices. Implications drawn from this study suggest that greater conscious raising is required to enhance teachers’ professional enthusiasm since it leads to an alignment between perceptions and practices of quality teaching.

This study explored teachers’ practices and students’ preferences regarding grammar-centered written corrective feedback (WCF) in an Iranian EFL context. Semi-structured interviews were used to collect data from 14 teachers and 15 students, teaching and taking English at different proficiency levels. The data analysis identified three thematic categories in the interview responses: error correctors, amount of WCF, and WCF methods. The findings showed that the teachers mostly provided teacher-generated grammar feedback since they believed that their students preferred this type of correction. Additionally, the students preferred teacher-generated feedback. Also, the teachers mostly gave comprehensive feedback on the grammatical errors, because they thought comprehensive correction was perceived positively by their students. This, similarly, was preferred by the students. Moreover, the teachers stated that their students liked direct grammar feedback; the students also reported their preference for direct WCF. Overall, the teachers were aware of their students’ preferences, so they provided the kind of feedback their students were most likely to effectively engage with.

Establishing a positive peer climate in elementary school classrooms is an important goal for educators because peer dynamics are thought to affect academic learning. Thus, it is important to (a) understand the relationship between children's peer dynamics and academic functioning, and (b) identify teacher practices that influence both peer processes and academic outcomes. In this pilot study, we explored whether specific teacher strategies that promote positive behaviors in children and positive peer dynamics influence children's better academic enablers, as well as whether they do so indirectly via improving peer sociometric ratings. Such teacher strategies may be particularly relevant for supporting children who demonstrate impairment in both social and academic domains, such as children at risk for attention-deficit/hyperactivity disorder (ADHD). Thus, we also examined whether these relationships differ for children with elevated ADHD symptoms and peer problems (i.e., target students), relative to classmates (i.e., non-target students). Participants were 194 children in the classrooms of 12 teachers (grades K-4) who participated in an open-trial pilot study of the school-based version of the Making Socially Accepting Inclusive Classrooms (MOSAIC) program. In the fall and spring of a school year, we assessed children's sociometric ratings received from peers, and academic enabler skills as rated by teachers. Throughout one academic year, we obtained assessments of teachers' use of MOSAIC strategies (observed and self-reported). Results showed that, after accounting for fall academic enablers, the teacher strategy of CARE time (involving one-on-one interaction with the student to build the teacher-student relationship) was positively associated with spring academic enablers. However, findings did not support the hypothesized indirect effect of peer sociometric ratings on the relationship between teacher strategy use and academic enablers, or the moderated indirect effect by target student status. Implications for future research and classroom interventions are discussed.

This paper is the result of research conducted as part of the ministerial program E-FRAN IDEA (Digital Interactions for Education and Teaching), which aims to promote the transformation of teaching practices with a view to reducing inequalities in educational pathways through a systemic approach that allows a better understanding of the levers offered by digital education. While most of the papers analyze the use of digital technology in traditional classrooms, this paper presents the pedagogical and didactic experience of a history and geography college professor in a particular and original school form, the "digital laboratory class", accompanied by a reflection on teaching practices and the student learning that it induces.

Students in the social margins of their classroom peer group, in the current study operationalized as students who are often by themselves, do not belong to a group of friends, and are unpopular, are hampered in their social development. In line with social referencing, which states that teachers can affect peer perceptions through their interactions with students, we hypothesized that teachers may contribute to the social participation and integration of these students, by modeling frequent and positive interaction with them. We therefore explored teacher behavior with socially marginalized students, and how these interactions were related to changes in the severity of their social marginality over time. Multilevel analyses were performed with a sample of Dutch 824 fifth-grade students (Mage = 10.63) and their 32 teachers. Teachers had less frequent interactions with students in the social margins of the group, particularly when these students were unpopular. Nonetheless, we found some evidence for a social referencing mechanism: latent growth modeling showed that when teachers acted less negatively toward socially marginalized as well as rejected students, they became more socially integrated in their peer-group over time.

During the COVID-19 pandemic, educational institutions around the world were forced to close and the academic process continued online. Online teaching can support students’ learning, but little research exists in the foundational early primary years (children aged 4–8). The purpose of this study was to investigate teachers’ practices and experiences in implementing online teaching during the pandemic period. The participants were 14 Greek teachers of early primary years, and data were collected via interviews. The findings indicated that most of the teachers used a combination of teaching practices-approaches, while the learning activities implemented mainly regarded language, psychomotor activities, display of videos, mathematics and interdisciplinary activities. Teachers’ feelings were initially negative, while afterwards they experienced more positive feelings. Disadvantages of online education, as experienced by teachers, mainly regarded technical problems, followed by limited resources/support for children at home, and limited training in online methodology. Teachers’ positive experiences regarded children’s familiarization with the technology and maintenance of contact with the school environment, while the role of the parents was revealed as essential. Implications and suggestions for future online education in early primary years include maintenance of good high-standard teaching practices, enhancement of digital culture and parents’ involvement with children’s activities at home.

In response to the need for quantitative instruments that can provide insights into language teacher multilingualism on a large scale, this article discusses the development of the MULTITEACH questionnaire via a five-stage process that consisted of a critical review of research on teacher multilingualism, seminar and practitioner consultations, a pilot study, reliability tests, and principle component analysis (PCA), followed by a larger study involving 460 multilingual language teachers and factor analysis to confirm the PCA. The questionnaire thus validated provides a comprehensive quantitative measure of assessing language teacher multilingualism across multiple foreign languages and in diverse contexts. A discussion of the factors influencing teacher multilingualism has also been included based on the findings from the larger study of 460 multilingual teachers.

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