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    Wyświetlanie 1-3 z 3
    Tytuł:
    Factors influencing language teacher cognition: An ecological systems study
    Autorzy:
    Mohammadzadeh Mohammadabadi, Alireza
    Ketabi, Saeed
    Nejadansari, Dariush
    Powiązania:
    https://bibliotekanauki.pl/articles/780655.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language teacher cognition
    ecological perspective
    microsystem
    exosystem
    mesosystem
    macrosystem
    Opis:
    Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 4; 657-680
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Contextual factors, methodological principles and teacher cognition
    Autorzy:
    Walsh, Rupert
    Wyatt, Mark
    Powiązania:
    https://bibliotekanauki.pl/articles/780898.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Communicative Language Teaching
    teacher cognition
    methodological principles
    contextual factors
    othering
    Opis:
    Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers’ “misconceptualizations” of “imported” methods, including Communicative Language Teaching (CLT), are often blamed, though the challenges imposed by “contextual demands,” such as large class sizes, are sometimes recognised. Meanwhile, there is sometimes an assumption that in the West there is a happy congruence between policy supportive of CLT or Task-Based Language Teaching, teacher education and supervision, and curriculum design with teachers’ cognitions and their practices. Our case study of three EFL teachers at a UK adult education college is motivated by a wish to question this assumption. Findings from observational and interview data suggest the practices of two teachers were largely consistent with their methodological principles, relating to stronger and weaker forms of CLT respectively, as well as to more general educational principles, such as a concern for learners; the supportive environment seemed to help. The third teacher appeared to put “difficult” contextual factors, for example, tests, ahead of methodological principles without, however, obviously benefiting. Implications highlight the important role of teacher cognition research in challenging cultural assumptions.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 4; 693-718
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English medium instruction: Comparing teacher beliefs in secondary and tertiary education
    Autorzy:
    Briggs, Jessica G.
    Dearden, Julie
    Macaro, Ernesto
    Powiązania:
    https://bibliotekanauki.pl/articles/780421.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English medium instruction (EMI)
    content and language integrated learning (CLIL)
    teacher cognition
    teacher professional development
    Opis:
    Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 3; 673-696
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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