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    Wyświetlanie 1-3 z 3
    Tytuł:
    Exploring EFL Teachers’ Perspectives of Professional Knowledge and Teaching Efficacy in Vocational High Schools
    Autorzy:
    Tzu-Ching Chen, Kate
    Chia-Li Chen, Sabina
    Powiązania:
    https://bibliotekanauki.pl/articles/16530438.pdf
    Data publikacji:
    2013-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    vocational high school
    EFL teachers
    professional knowledge
    teaching efficacy
    Taiwan
    Opis:
    The presented study was conducted to investigate vocational high school EFL teachers’ professional knowledge and teaching efficacy from teachers’ perspectives. Data were collected through a questionnaire and analyzed by frequency distribution, t-test, ANOVA, Pearson correlation and stepwise regression. The results indicated that teachers have higher performance on professionalism and attitude to professional knowledge; teaching and class management in teaching efficacy. A significantly positive correlation was found between EFL teachers’ professional knowledge and teacher efficacy. Teachers reported that professional skills, professionalism, and attitude in professional knowledge were significant predictors of teaching efficacy. Professional knowledge helps to shape effective teaching.
    Źródło:
    The New Educational Review; 2013, 34; 270-279
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stress and Motivation in EFL Teaching-Learning Context
    Autorzy:
    Čolović, Milica M.
    Prodanović, Marijana M.
    Vejnović, Elizabeta M.
    Powiązania:
    https://bibliotekanauki.pl/articles/2159463.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    EFL
    students
    teachers
    stress
    motivation
    teaching
    learning
    Opis:
    This paper aims to shed some light on the correlation between teacher stress, on the one hand, and motivation of teachers and students, on the other hand – observed in an EFL environment. The data sample comprising responses given by EFL teachers and students from the primary education cycle was collected via the teacher stress measurement scale and motivation for learning scale, applied for teachers and students, respectively. Apart from the basic descriptive statistics used to describe the relationship between the variables, the paper’s methodology is also characterised by applying the Pearson correlation coefficient. The results led to interesting conclusions; while, as expected, workload directly affects stress levels of teachers, who, following the results, are highly motivated to work with teenagers, contrary to what could be believed, teacher motivation is not directly related to student motivation, what could be further analysed in the future studies.
    Źródło:
    The New Educational Review; 2022, 70; 92-103
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The study of EFL teachers’ instruction formalization in LMS
    Autorzy:
    Kostareva, Elena V.
    Permyakova, Tatyana M.
    Powiązania:
    https://bibliotekanauki.pl/articles/2005018.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teachers’ instruction
    EFL
    formalization
    educational environment
    information- and learner-centered approaches
    Opis:
    The paper focuses on the formalization of English as foreign language teachers’ instruction in LMS eFront. Instruction is considered as a minimum teaching method unit with (in)variable parameters in relation to the knowledge object, students’ activity, and control. The two approaches, i.e., information-centered and student-centered, are studied in its formalization. The paper provides the results of a two-stage analysis: 1) semi-structured interviews with EFL teachers at the tertiary level, and 2) teachers’ and students’ survey evaluating EFL instruction. Important findings include advantages of instruction formalization in technological simplification and quality control in course development, and also serve to enhance further research agenda.
    Źródło:
    The New Educational Review; 2016, 43; 212-221
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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