Search

ABSTRACT Despite the burgeoning research interest in collaborative L2 writing, it is underrepresented in the literature regarding how teachers use such activities within real‐world classroom settings. This case study seeks to offer a comprehensive understanding of the practices adopted by two EFL teachers in implementing collaborative writing within Chinese university contexts. Drawing upon Activity Theory, the study delineates the teachers' practices into two distinct activity systems, elucidating the production, distribution and exchange aspects of their activities taken in implementing a collaborative writing project. The findings reveal that while both teachers utilised a variety of instructional tools and pursued similar outcomes, they exhibited different features in the exchange and distribution aspects of their activity systems. The differences were manifested in their adherence to the norms, regulations and principles governing collaborative writing in their teaching environments, wherein the teacher, students and university each assumed distinct roles. Implications are provided for the effective integration of collaborative writing practices in language education. [ABSTRACT FROM AUTHOR]

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]

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 needsmore frequently aremore likely to experience enhanced well-being. [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.

Preschool picturebook read-alouds have the power to capture the attention of young students by providing an immersive experience that stimulates imagination while addressing learning objectives. The instructional strategies or practices that teachers use during picturebook read-alouds impact student engagement with the story and narrative comprehension. Too little is known about teacher practices during read-alouds, particularly their use of drama-based instructional practices while reading narrative picturebooks. To examine the frequency and quality of teacher read-aloud practices, we developed the Teachers' Use of Strategies for Storytime Drama rubric, an observational tool that captures shared reading, drama-based, and expressive read-aloud practices preschool teachers may use during read-alouds. In general, teachers rarely used commonly recommended read-aloud practices, and when used, quality was often low. Read-aloud practices varied by picturebook type. Books that incorporated a true narrative alongside sequenced events were associated with more frequent strategy use. Drama-based strategies during read-alouds in particular supported children's retelling of the picturebook story. These outcomes align with our hypotheses and with research-based recommendations that teachers carefully choose picturebooks to have increased opportunities for dialogic and dramatic strategies that support students' language skills. Implications for practice are discussed as they relate to preschool teachers' incorporation of drama-based strategies during read-alouds. [ABSTRACT FROM AUTHOR]

Limited research has explored mothers' perceptions of teachers' pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the classroom? (3) How do teachers facilitate classroom peer interactions? Twenty-nine primary parents (97% mothers) of children with ASD, ages 4–7, were interviewed. Findings revealed structural differences in the students' classroom environments. Some classrooms were described as chaotic and unsafe while others were described as welcoming and accommodating for the child. Teacher interactions with the target child were frequently characterised as competent and encouraging, marked by clear discipline practices and expectations. Peer interactions with the target child were varied, with some mothers reporting that the teacher isolated the child from peers and others reporting that the teacher encouraged explicit peer interaction. Study findings have implications for strengthening the home-school connection, including identifying pedagogical practices for building inclusive classroom communities for young children with ASD and how mothers might utilise similar practices at home. [ABSTRACT FROM AUTHOR]

Adequate mathematical skills are essential for successful outcomes in education and in the future workplace. However, mathematical learning difficulties (MLD) are a common occurrence that affects up to about eight percent of children in a typical classroom. Effective teacher practices are important in enhancing mathematical learning outcomes for learners with MLD. This exploratory case study examined perceptions and expereinces of four mathematics teachers in supporting learners with MLD at a secondary school in Kenya. Research questions sought to determine teacher perceptions about their learners with MLD, considerations teachers made in planning for learners with MLD, and support strategies that were used to remediate learners with MLD. Four major themes are highlighted: Teacher perception of learners with MLD; teacher considerations in planning for learners with MLD; instructional strategies used by teachers to support learners with MLD; and challenges experienced by teachers in supporting learners with MLD. Recommendations are presented. [ABSTRACT FROM AUTHOR]

Introduction: This 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. Methods: In 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 thismethodology, 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. Results: A 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. Discussion: The emergent patterns are discussed as embedded in the cultural and social norms with possible implications for teaching in the multicultural classroom. [ABSTRACT FROM AUTHOR]

When implementing educational innovations, teachers' approaches to integrating new teaching demands are a crucial factor in their professional development. This becomes especially important in inclusive mathematics education, where teachers are demanded to integrate two jobs: (a) create joint learning experiences for all students and (b) provide focused learning opportunities for individuals. These jobs and the orientations in which they are pursued are perceived as conflicting demands by some teachers, while others do not. Within the model of content-related teacher expertise, this qualitative study investigates teachers' practices for integrating these demands by disentangling the interplay between teachers' self-reported practices and their underlying orientations about inclusive education. The analysis reveals that only some teachers explicate conflicts between inclusive teaching demands. It also shows that teachers command a variety of different practices for dealing with the new teaching demands and that some complex practices can indeed integrate different demands simultaneously. Implications include the insight that professional development programs on inclusive education should pay careful attention to teachers' articulated jobs and orientations in order to promote the integration of teaching demands. Beyond this specific professional development content, the search for practices for integrating demands arising from an interplay of jobs and orientations might be a promising professional development research approach for increasing the scope of professional development. [ABSTRACT FROM AUTHOR]

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.

This project investigates teachers’ lived experiences of instructional collaboration in mainstream and inclusive education settings, looking both at the factors that special and general education teachers believe hinder instructional collaboration, and those that teachers identify as critical to facilitating it. The study draws upon a transcendental phenomenological approach, with initial in-depth and follow-up interviews with nine special and general education teachers from the southern region of Saudi Arabia. The data analysis generated several themes and a number of sub-themes that helped provide a deeper understanding of the phenomenon. These themes were school culture, work pressure, and facilitating factors. Thus, examining the experiences of teachers in inclusive instructional collaboration settings revealed various factors that influence the successful implementation of this practice. Recommendations for future directions that may contribute to strengthening instructional collaboration in schools are discussed in the paper. [ABSTRACT FROM AUTHOR]

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.

Educators and families frequently use children's picture books to introduce young children to unfamiliar experiences, including the start of school. In this study, we examine 52 U.S. picture books portraying the transition to kindergarten. Specifically, this content analysis explores the depiction of kindergarten teachers, including the demographic characteristics of these teachers, the extent to which these teacher characteristics mirror those of the kindergarteners in their classrooms, the ways teachers interact with kindergarteners, and the learning environments teachers create for entering kindergarteners. Results show that teachers are generally portrayed as abled and female, with White teachers depicted more frequently than teachers from any other racial or ethnic group. Our findings also indicate that many books about starting kindergarten do not depict a mix of racially diverse kindergarteners and teachers or teacher-student racial and ethnic match. Finally, we find that teachers are portrayed in narrow ways; characterized as classroom supervisors who have relatively limited engagement with children and who rarely inspire students in their intellectual pursuits. Overall results indicate a need for an expanded offering of books about starting kindergarten that are more representative of diverse kindergarten experiences, including both more teacher and student diversity as well as images of kindergarten teachers who are actively engaged in children's kindergarten transition. [ABSTRACT FROM AUTHOR]

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.

The purpose of this study is to investigate teachers' practices and views of STEM activities for children aged 4–7 years old. The participants are 18 Greek teachers and data is collected via interviews. Commonly reported reasons for the importance of STEM education are the development of skills, knowledge, and children's interest for learning, while the skills children develop, include collaboration, communication, socialisation, problem-solving, experimentation, critical thinking, programming, creativity, and language/literacy. STEM activities implemented in class are programming, robotics and interdisciplinary activities, as well as experiments and exploration of materials. The primary factors considered when preparing STEM activities are children's interest-motivation, their cognitive level or age, and the learning outcomes. Teachers' perceived challenges mainly regard experiential learning, children's interest and active participation, while main problems include limited time, infrastructure, and teacher training. Implications for educational policy-practice and teacher training are discussed. [ABSTRACT FROM AUTHOR]

This study, conducted during the 2010-2011 school year, explores the status, issues, and potential improvements of preschools in Marawi City. Employing a descriptive survey method, the research addresses several key aspects, including teacher, parent, and pupil profiles; preschool facilities; teacher practices; parenting approaches; encountered problems; and reading comprehension performance. The study encompasses twenty-nine preschools in MSU and Marawi City, with a sample size consisting of ninety-seven teachers, one hundred parents, and two hundred eighty-four pupils. A survey questionnaire, structured by the researcher, covers diverse categories such as teacher and parent profiles, preschool status, classroom practices, upbringing methods, encountered problems, reading comprehension performance, and prospects. Statistical tools like frequency distribution, percentage distribution, weighted mean, and the 5-point Likert scale were used for data analysis. Key findings include: a majority of teachers are female, aged 26-30, with a college degree and training in Early Childhood Education; parents are predominantly government-employed, aged 25-30, with 1-3 children; pupils are mostly 6-7 years old, Muslim, and in their senior level; preschool facilities are generally adequate, with classrooms rated moderately adequate; effective teacher practices contrast with moderately effective parenting approaches; serious problems are reported by teachers; and reading comprehension performance varies, with a need for enhanced social learning. Recommendations arising from the study include a preference for preschool teachers with a degree in Early Childhood Education, supplemented by ongoing training; emphasis on English and Filipino as instructional mediums; improved parent-teacher conferences; expanded preschool resources; careful planning and implementation of teacher practices; focus on developing reading skills; fostering rich social learning; and suggesting follow-up studies addressing specific concerns from teachers, pupils, and parents. In conclusion, this research provides valuable insights into the current state of preschool education in Marawi City and offers practical recommendations to enhance the overall quality of early childhood education in the locality. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The past decade has witnessed an unprecedented growth in the field of research on multilingualism in English as a second and foreign language (ESL/EFL) classrooms. This scoping review evaluates research conducted on multilingualism and the teaching and learning of English. Three search methods were used: a database search in three major databases for education; a manual search in six most prominent and relevant journals; and a citation search in the articles found through database and manual search. A total of 2282 articles were scanned. Based on inclusion and exclusion criteria and several rounds of selections, 56 articles were found relevant for the purpose of this review. The articles were analysed and discussed according to their research questions/aims, context and methods, evidence, and findings. The findings from the reviewed studies indicate that English teachers' multilingual beliefs and practices vary considerably within national contexts, that they possess more positive beliefs about multilingualism than what they practise in their teaching, and that translanguaging occurs mainly with reference to the language of instruction or students' first language. The study also underlines the importance of arriving at a shared understanding of research concepts when researching multilingual teachers and breaking down barriers between language subjects. Finally, there is little knowledge about the long-term effects of various interventionist or long-term continual professional development programmes when it comes to teachers' multilingual beliefs and practices. [ABSTRACT FROM AUTHOR]

Using portraiture methodology, this study features caring classroom experiences between Latina teen mothers and their teachers at an alternative school along the U.S./Mexico border. Classroom observations and in-depth interviews were conducted to piece together three classroom portraits which reveal the following: (a) authentically caring pedagogical interactions in the classrooms enabled Latina teen mothers to develop a pro-school ethos, and (b) these pedagogical interactions of care and support in the classroom were made possible within a caring schooling structure. This article contributes to the field of urban education by showcasing successes and effective practices in an urban setting. [ABSTRACT FROM AUTHOR]

School visits to science museums are recognized educational resources that provide students with unique learning experiences, if teachers intentionally plan these. Surprisingly one finds that investigations analyzing teachers adopted practices by systematic monitoring, without researcher intervention, are almost non-existent in the literature. We developed the School Visits Articulated Framework (SVAF) to identify and classify (through levels' scale) the school visits planning practices. The mainly objective was to reach a characterization of teachers' practices in a perspective of articulations formal education and non-formal education contexts may then be defined. In this article, we describe how we applied the SVAF on five case studies configured as school visits to a science museum, simultaneously we test the framework efficiency. The analysis of the visit plan from the perspective of the SVAF allowed us to identify moments in which the teachers' practices did not meet expectations according to the literature in the area. Likewise, it revealed the predominance of activities carried out in the steps before the visit to the museum and emphasized the lack of activities carried out in the museum and on returning to school after the visit. These results allow us to better outline the objectives and needs to be met in the initial and continuous training courses for teachers and museum educators, aiming at the best use of this resource for student learning. The SVAF is a framework capable of to identify and classify the teachers' practices, since the instruments it integrates provided important and detailed information. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers' classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching practice and the ideas they hold that underpin these acts of teaching. Our analysis, across our respective studies, revealed insights to the questions: how teachers name their practices; how teachers articulate their understanding of these practices; and, how teachers identify priorities for their practice. Insights drawn from our meta-synthesis explore the implications of naming practices and the importance of considering teacher voice in determining visions of effective teaching. What teachers believe and do needs to be taken into account if professional development and reform initiatives are to be enacted in ways that are relevant and sustainable. The findings have implications for improving the quality of education and approaches to teachers' professional development. [ABSTRACT FROM AUTHOR]

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]

Although much has been written about the relationship between teachers' beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teacher's beliefs and practices about teaching literary texts, drawing on Zembylas' three levels of teacher emotions (2002, 2005), i.e. intrapersonal, interpersonal and intergroup, as the conceptual framework. The ESL teacher's beliefs and practices were investigated via open-ended interviews and lesson observations that explored her perceptions of teaching literary texts throughout one academic year. The findings point to the complexity of teacher practices which may converge or diverge with their beliefs. Various contextual factors were found to contribute to this complexity. The results highlight the need to situate the emotions of teachers beyond contextual factors and consider the dynamic nature of teacher cognition. The practical value of the study lies in its extension of the role of emotions in mediating teacher cognition. [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.

Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to measure teachers' philosophy and teaching approaches relating to academic differences in interests, readiness and learning profiles, namely the DI-Quest instrument. The results reveal three teacher profiles based on five DI-related factors. The patterns are almost identical in primary and in secondary education. Interestingly, if more frequent adaptations to students' differences in interests, readiness and learning profile are what differentiated instruction aims for, both philosophical factors (namely growth mindset and ethical compass oriented to students) need to be present. Lacking one of these factors, will have less adaptations as a consequence. This study displays the predictive power of teachers' philosophy about Differentiated Instruction for their daily classroom practices. Consequences for future research, professional development and teacher education are discussed in detail. [ABSTRACT FROM AUTHOR]

This study examined how teachers support self‐regulated learning (SRL) by examining reports of 15 potential practices and differentiated the use of these practices via teachers' SRL knowledge, beliefs, demographics, and student characteristics. Teachers (n = 112) responded to open‐ended questions targeting SRL knowledge, beliefs, and practices and a demographics survey about themselves and their students. Teachers reported few practices to support SRL, but teachers who used more practices tended to have greater SRL knowledge, teaching experience, and time limits. Reporting excessive responsibility for students negatively correlated with SRL practices. SRL knowledge and limited time were significant predictors in regression analyses. Teachers reported few SRL practices (even when examining 15 potential practices). However, our findings highlight SRL knowledge as a potential first step for teacher trainers and professional developers to target in attempts to increase SRL supports in the classroom. Highlights: 1.Teachers reported a low number of practices to support self‐regulated learning (SRL) despite an examination of a wide variety of practices.2.Teachers' knowledge of SRL and limited time were the best predictors of the number of practices that teachers used to support SRL.3.Teachers who felt they were expected to carry too much burden for student learning tended to report fewer practices to support SRL. [ABSTRACT FROM AUTHOR]

Mobile phones are turning into a growingly widespread educational tool across various contexts. However, the scope of research on teachers' role in mobile-oriented instruction is limited, much less examining how professional development influences their associated beliefs and practices. Grounded in sociocultural theory, this study aimed to fill some of the void by exploring the contributions of a professional development initiative framed around mobile phone usage to L2 teachers' beliefs and practices. Data were collected from semi-structured interviews, classroom observations, and online reflections. Data analyses indicated that the teachers gradually developed further awareness of educational exploitability of mobile phones and experienced restructuring in their associated beliefs. Additionally, the analysis of observational data showed direct and indirect patterns of utilizing mobiles by the teachers, undergoing changes during the research process. Results of the study offer implications for mobile-related teacher education, particularly professional development courses geared toward enhancing in teachers greater awareness of utilizing mobile devices. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)