Professional Development And Change In Teachers Beliefs And Practice For Teaching English Language Learners
DOWNLOAD
Download Professional Development And Change In Teachers Beliefs And Practice For Teaching English Language Learners PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Professional Development And Change In Teachers Beliefs And Practice For Teaching English Language Learners book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages. If the content not found or just blank you must refresh this page
Professional Development And Change In Teachers Beliefs And Practice For Teaching English Language Learners
DOWNLOAD
Author : Kerong Wu
language : en
Publisher:
Release Date : 2021
Professional Development And Change In Teachers Beliefs And Practice For Teaching English Language Learners written by Kerong Wu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with categories.
To provide quality education to all students, including ELLs, teachers need professional development designed and enacted according to best practice. However, a common problem for professional development is that teachers' practices often do not change. Implemented through the partnership collaboration with university, education, and public school faculty, the professional development designed in this study focused on educating teachers about needed content and engaging them in ways that would increase the likelihood they would enact such practices in their classrooms (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007). The professional development program comprised six courses that adhered to the Utah State Office of Education's standards for the education of the teachers of ELLs. The study examined the teachers' beliefs and their classroom practices. A total of 197 teachers were surveyed on their beliefs toward teaching ELLs, and a subset of 23 teachers' classroom practices were videotaped. Factor analyses were conducted on the pre- and post-survey. The videos were coded using a protocol based on the SIOP model (Echevarria et al., 2013), and latent variables were created to measure the change of the survey score and practice score. The analysis revealed that teachers' beliefs or knowledge in particular changed from when they began the course of second language acquisition to the time they completed it. In addition, teachers' practice changed from the time they started the professional development program to the time they completed it. However, even though teachers' beliefs and practices changed, there was no correlation found between the belief change and the practice change. This study adds to the literature that educating teachers about second language learning and research-based practices (Baker et al., 2014) using professional development that attends to teachers' practices as well as their beliefs (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007) resulted in positive changes in teacher's beliefs and practices for teaching ELLs. Future research should add a variable of teacher's beliefs about the context of their teaching practice into the study for this can be a confounding variable that affects the correlation between the change of beliefs and the change of practices.
Teacher Beliefs As A Complex System English Language Teachers In China
DOWNLOAD
Author : Hongying Zheng
language : en
Publisher: Springer
Release Date : 2015-10-05
Teacher Beliefs As A Complex System English Language Teachers In China written by Hongying Zheng and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-10-05 with Education categories.
The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers’ beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers’ belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers’ beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts.
Language Acquisition Versus Language Development
DOWNLOAD
Author : Toshiko Mesa Maurizio
language : en
Publisher:
Release Date : 2018
Language Acquisition Versus Language Development written by Toshiko Mesa Maurizio and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with English language categories.
With the increased demands of the new Common Core State Standards (CCSS), the New Generation Science Standards (NGSS), and the revised English Language Proficiency Standards (ELPs); the traditional approach to teaching English Learners (ELs) needs to shift to align with the expectations of these new standards. Therefore, the researcher engaged in a study to determine how professional development (PD) that supports the new standards impacted beliefs of educators in the district and ultimately, classroom practice. The purpose of this qualitative study was twofold: (1) To determine if the Arwood Neuroeducation Model (ANM) supports the pedagogical shifts recommended by Heritage, Walqui, and Linquanti (2015); and (2) If those district educators with and without a professional background in both the pedagogical shifts and in educating ELs based on the ANM show beliefs about language development and/or language acquisition that are aligned with their classroom practices. The first part of the study involved reviewing the pedagogical shifts and then aligning each shift to components of ANM to determine which elements of the shifts aligned to the model and which ones were missing. The key finding from this part of the study was that ANM has a place in the Second Language Acquisition (SLA) literature and that the model supports and enhances the pedagogical shifts. The second part of the study was to investigate educators’ beliefs about language acquisition and development aligned to their classroom practice, which was conducted using a combination of an open and closed-ended survey as well as a classroom visit by an educator with this neuroeducation background with no relationship to the district in which the data was collected. The survey was sent to 500 general educators in a large district such as administrators, school psychologists, speech language pathologists, self-contained teachers, English Language Development (ELD) teachers, and content teachers of which 350 responded. The same survey was sent to eight select ELD teachers. Four of the ELD teachers received professional development or PD on the pedagogical shifts for SLA and on the differences between language development and language acquisition and four of the teachers did not receive any training. The eight ELD teachers were also observed once using an observation tool aligned to ANM. The findings for the second part of the study suggest an alignment between beliefs and practice for the group that received PD but not for the group that did not receive the same PD. The data also suggest that when PD was provided on language acquisition, teachers’ beliefs and classroom practice aligned to the literature on language acquisition. When PD was not provided, the beliefs aligned to the literature on language acquisition but classroom practice aligned to the literature on language development. Also, PD around neuroeducation supported the shift in alignment of practice.
Innovation And Change In English Language Education
DOWNLOAD
Author : Ken Hyland
language : en
Publisher: Routledge
Release Date : 2013-06-19
Innovation And Change In English Language Education written by Ken Hyland and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-06-19 with Education categories.
Questions about what to teach and how best to teach it are what drive professional practice in the English language classroom. Innovation and change in English language education addresses these key questions so that teachers are able to understand and manage change to organise teaching and learning more effectively. The book provides an accessible introduction to current theory and research in innovation and change in ELT and shows how these understandings have been applied to the practical concerns of the curriculum and the classroom. In specially commissioned chapters written by experts in the field, the volume sets out the key issues in innovation and change and shows how these relate to actual practice offers a guide to innovation and change in key areas grounded in research relates theory to practice through the use of illustrative case studies and examples brings together the very best scholarship in TESOL and language education from around the world This book will be of interest to upper undergraduate and graduate students in applied linguistics, language education and TESOL as well as pre-service and in-service teachers, teacher educators, researchers and administrators keen to create and manage teaching and learning more effectively.
Values In English Language Teaching
DOWNLOAD
Author : Bill Johnston
language : en
Publisher: Routledge
Release Date : 2003-01-30
Values In English Language Teaching written by Bill Johnston and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-01-30 with Education categories.
This book offers a new perspective on language teaching by placing moral issues--that is, questions of values--at the core of what it is to be a teacher. The teacher-student relation is central to this view, rather than the concept of language teaching as merely a technical matter of managing students' acquisition of language. The message is that all language teaching involves an interplay of deeply held values, but in each teaching situation these values are played out in different ways. Johnston does not tell readers what to think, but only suggests what to think about. Values in English Language Teaching explores the complex and often contradictory moral landscape of the language classroom, gradually revealing how teaching is not a matter of clear-cut choices but of wrestling with dilemmas and making difficult decisions in situations often riven with conflict. It examines the underlying values that teachers hold as individuals and as members of their profession, and demonstrates how those values are played out in the real world of language classrooms. Matters addressed include connections between the moral and political dimensions in English language teaching, and between values and religious beliefs; relationship(s) between teacher identity and values; the meaning of professionalism and how it is associated with morality and values; the ways in which teacher development is a moral issue; and the marginality of English language teaching. All the examples are taken from real-life teaching situations--the complexity and messiness of these situations is always acknowledged, including both individual influences and broader social, cultural, and political forces at play in English language classrooms. By using actual situations as the starting point for analysis, Johnston offers a philosophy based in practice, and recognizes the primacy of lived experience as a basis for moral analysis. Examples come from teaching contexts around the world, including Brazil, Thailand, Poland, Japan, Central African Republic, Turkey, and Taiwan, as well as various settings in the United States. This book will change the way teachers see language classrooms--their own or those of others. It is a valuable resource for teachers of ESL and EFL and all those who work with them, especially teacher educators, researchers, and administrators.
Goals Goal Structures And Patterns Of Adaptive Learning
DOWNLOAD
Author : Carol Midgley
language : en
Publisher: Routledge
Release Date : 2014-04-08
Goals Goal Structures And Patterns Of Adaptive Learning written by Carol Midgley and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-04-08 with Education categories.
Conducted over a 7yr period & spawning many jrnl pub's, this vol. will summarize the many interconnected studies that were conducted, will frame each one in terms of the larger lit, & will emphasize their contrib's to motivational theory & educ. practice
Understanding The Impact Of Inset On Teacher Change In China
DOWNLOAD
Author : Ming Li
language : en
Publisher: Springer
Release Date : 2018-12-18
Understanding The Impact Of Inset On Teacher Change In China written by Ming Li and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-12-18 with Education categories.
This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike.
Building The Self Efficacy Beliefs Of English Language Learners And Teachers
DOWNLOAD
Author : Mark Wyatt
language : en
Publisher: Taylor & Francis
Release Date : 2024-02-20
Building The Self Efficacy Beliefs Of English Language Learners And Teachers written by Mark Wyatt and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-02-20 with Education categories.
Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education. Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers’ self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers. This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.
Teaching Reading And Teacher Beliefs
DOWNLOAD
Author : Xinyu Mo
language : en
Publisher: Springer Nature
Release Date : 2020-09-30
Teaching Reading And Teacher Beliefs written by Xinyu Mo and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-09-30 with Education categories.
This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.
Initial Development Of English Language Teachers In Mexico
DOWNLOAD
Author :
language : en
Publisher:
Release Date : 2009
Initial Development Of English Language Teachers In Mexico written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Competence and performance (Linguistics) categories.
This research focuses on the analysis of the beliefs of pre-service Mexican student-teachers from a public university in central Mexico who have learned English as adolescents or young adults. Specifically, it examines their beliefs about teaching and about themselves as English teachers in different stages of initial professional development. The participants reflected on their experiences as English language learners, students, teaching practicum students and as first year teachers in a follow up study. -- This thesis is composed of three studies that are linked by involving the same participants. The studies follow these participants through different stages in their initial development as teachers. The research is set within the qualitative research paradigm and draws on qualitative data and interpretive analysis. The data were retrieved using the following procedures: autobiographies, a focus group interview, journals, personal interviews and short narratives. -- Responses to the following research questions emerged through the different stages of this thesis. 1. What initial beliefs do pre-service and beginning students hold about being a teacher? 2. Do these beliefs evolve or change during the initial stages of their teacher development? 3. Do their experiences during their initial stages of their development influence their beliefs? -- There is little research on English language teacher beliefs in Mexico. It is considered that research in this area can contribute to the understanding of the processes of what English language teachers' beliefs are and how they evolve or develop over time and the influences that they may have on the actual teaching process. This research may contribute to bring to the attention of English language teacher preparation programs the necessity of providing opportunities for student-teachers to unpack their beliefs and reflect and view them in the light of the courses and their practice in order to create an understanding of the Mexican educational context of which they will be a part.