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An Investigation Of Teachers Beliefs In The Use Of Reflective Learning Journals In Cycle Two Efl Basic Education Schools In Oman
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Book Synopsis An Investigation of Teachers' Beliefs in the Use of Reflective Learning Journals in Cycle Two EFL Basic Education Schools in Oman by : Mana Salim Al Hinai
Download or read book An Investigation of Teachers' Beliefs in the Use of Reflective Learning Journals in Cycle Two EFL Basic Education Schools in Oman written by Mana Salim Al Hinai and published by . This book was released on 2013 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reflective Teaching by : Nasra Saeed Mohammed Al-Saady
Download or read book Reflective Teaching written by Nasra Saeed Mohammed Al-Saady and published by . This book was released on 2009 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Pre-service and In-service Omani English as a Foreign Language Teachers' Beliefs about Teaching and Learning English by : Hanan Al-Shihi
Download or read book Pre-service and In-service Omani English as a Foreign Language Teachers' Beliefs about Teaching and Learning English written by Hanan Al-Shihi and published by . This book was released on 2010 with total page 800 pages. Available in PDF, EPUB and Kindle. Book excerpt: The new system was shown to have both positive and negative impacts on experienced teachers' beliefs. These beliefs were translated into actions in class which were determined by contextual factors. A number of factors were found to influence the beliefs of the experienced teachers regarding Basic Education. They were: their own teaching experience, the discussions they have with colleagues and their tertiary education."--Abstract, leaves xiii-iv.
Book Synopsis Omani EFL Post Basic Education Teachers' Beliefs and Practices Regarding Reading Instruction by : Amal Muhammad Al-Hosniyah
Download or read book Omani EFL Post Basic Education Teachers' Beliefs and Practices Regarding Reading Instruction written by Amal Muhammad Al-Hosniyah and published by . This book was released on 2017 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reflective Practice in Malaysian Teacher Education by : Wai Heng Lee
Download or read book Reflective Practice in Malaysian Teacher Education written by Wai Heng Lee and published by Cavendish Square Publishing. This book was released on 2004 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores how Malaysian student teachers practice reflection during their teaching practicum, how practice contexts influenced their practices and which aspects of professional knowledge were constructed from their reflective practices. It was found that there were two levels of reflective practices among student teachers. The public level consisted of reflections through existing mechanisms post conference discussions, post-lesson analyses and weekly journals. Reflections were very weak at this level. At the private level, student teachers reflected deeply upon their experiences. They examined their own teaching, their pupils, and their beliefs or values about teaching. However, these reflections were not documented. Reflections at this private level were rich and varied but they were not visible to the supervisors. Two significant findings are that student teachers reflective practices lacked an element of inquiry, and that reflective practices were carried out individual
Book Synopsis How Do Teachers' Beliefs Affect the Implementation of Inquiry-based Learning in the PGS Curriculum? by : Hok On Chan
Download or read book How Do Teachers' Beliefs Affect the Implementation of Inquiry-based Learning in the PGS Curriculum? written by Hok On Chan and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2000, the Curriculum Development Council (CDC) of Hong Kong launched curriculum reform for all school subjects to equip students with generic skills perceived essential for the 21st Century. As part of this, the new Primary General Studies (PGS) programme implemented in 2004, adopted an inquiry-based learning approach. The literature shows that inquiry-based learning not only has origins linked to science inquiry and Dewey?s theory of inquiry, but also intersects with theories of constructivism. Similar to constructivism inquiry-based learning also incurs the controversies for its theoretical foundation. Moreover, the precedents of enacting inquiry-based learning in classrooms have alerted teachers to its practice-based challenges. Furthermore, teachers? beliefs have been recognized as a major factor influencing teachers? actions especially in the implementation of a new teaching method. Therefore, three years after its launch, a study was proposed to investigate the impacts of teachers? beliefs on the implementation of inquiry-based learning in the new PGS curriculum. The research was in the form of qualitative case studies of two schools. Eight teachers were involved, while four of them were studied in more detail. The results show that different teachers held diverse beliefs about inquiry-based learning. Such variation in teachers? beliefs was found to impact on teachers? implementation of inquiry-based learning. Finally, recommendations about the importance of teachers? reflection, arrangement of resources, preparation for teachers and students and in-services training, are made to teachers, school administration, and local authority. In this study, the?hypothetical components of belief? suggested by Sigel (1985) were adopted as the major theoretical framework and within such a framework contextual factors of individual school were found to have played crucial roles both in influencing teachers? beliefs and teachers? actions.
Book Synopsis Theory Into Practice by : Timothy S. O'Connell
Download or read book Theory Into Practice written by Timothy S. O'Connell and published by IAP. This book was released on 2013-06-01 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reflective journals have been used by post-secondary educators in a wide variety of teacher-training courses to encourage students to better understand the topics that they are studying. Reflective journals are often used in courses in which pre-service and in-service teachers are studying both the theoretical and practical aspects of the subject matter such as secondary teaching methods, language and literacy, teacher education, and outdoor education. While there are books on the market that address some facets of reflective journaling, there are no integrative books such as Reflective Journaling: Unlocking the Power and the Potential that are targeted specifically to pre-service and in-service teachers. There are few resources currently available to teachers wishing to use reflective journals that include: the theoretical underpinnings of reflection, the integration and impacts of research on the praxis of journaling in each chapter, and practical strategies for successful, fun journal writing for students. This book addresses this need by providing “full coverage” of using reflective journals as a pedagogical tool. Reflective Journaling: Unlocking the Power and the Potential includes four figures, 15 tables, 25 works of art, four cartoons, and 10 photos that enhance each chapter.
Book Synopsis Teachers' Beliefs and Classroom Practices by : Ziad Shatat
Download or read book Teachers' Beliefs and Classroom Practices written by Ziad Shatat and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main purpose of this exploratory study was to investigate teachers' beliefs towards grammar teaching and their practices when teaching grammar in EFL classrooms. It aimed to collect evidence of their instructional practices and examine the relationships between their thoughts and actions. Furthermore, it attempted to stand on the probable contextual factors that influence the transformation of beliefs into practice. All the teachers involved in this study were Arabs, teaching English language in government preparatory schools in Sharjah. In the first stage of the study, 46 in-service teachers were invited to fill in a self-report questionnaire to elicit their beliefs and classroom practices regarding grammar teaching. In the second stage, two semi structured interviews were conducted with these teachers to gain deeper understanding of their personal opinions, beliefs and perspectives. The findings revealed that teachers undeniably have a set of multifaceted beliefs regarding the eight beliefs dimensions under study including the grammar role in learning, grammar approaches, grammar practising, error treatment, the use of grammatical terminology and students' first language.
Book Synopsis Teachers' Beliefs and Level of Use in the Adoption of the Student-active Learning Approach in EFL Classrooms in Oman by : Bati Sulaiman Humaid Al Shekaili
Download or read book Teachers' Beliefs and Level of Use in the Adoption of the Student-active Learning Approach in EFL Classrooms in Oman written by Bati Sulaiman Humaid Al Shekaili and published by . This book was released on 2014 with total page 602 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Corrective Feedback in Writing Improvement. A Case of Iranian EFL Learners by : Sajad Sadeghi
Download or read book The Role of Corrective Feedback in Writing Improvement. A Case of Iranian EFL Learners written by Sajad Sadeghi and published by GRIN Verlag. This book was released on 2014-12-17 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 18.50, , course: The Role of Corrective Feedback in Writing Improvement: A Case of Iranian EFL Learners, language: English, abstract: Previous research has shown that corrective feedback on an assignment helps learners reduce their errors during the revision process. Does this finding constitute evidence that learning resulted from the feedback? Differing answers play an important role in the ongoing debate over the effectiveness of error correction, suggesting a need for empirical investigation. In this study, two groups of EFL learners were asked to write an in-class narrative. Their papers were collected, revised and returned to them in the next session. Half of the students had their errors underlined and used this feedback in the revision task while the other half did the same task without feedback. Results matched those of the previous studies: the underlined group was significantly more successful than the control group. Later on, the students were identically taught in 9 sessions. In the 12th session, however, the students were asked to write the same narrative they had produced in the first and second session as a measure of long-term learning. On this measure, the two groups were virtually identical. Thus, successful error reduction during revision is not a predicator of learning as the two groups differed dramatically on the former but were indistinguishable on the later. Improvements made during revision are not evidence on the effectiveness of correction for improving learners’ writing ability in the long run.
Book Synopsis Efl Teachers' Beliefs and Practices on Code-Switching by : Javad Gholami
Download or read book Efl Teachers' Beliefs and Practices on Code-Switching written by Javad Gholami and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The debate over whether English language teachers should include or exclude students' native language in their instruction has been a contentious issue for a long time but as of yet the research findings have not been persuasive. The present study investigated the beliefs and instructional practices with respect to the use of L1 by Iranian EFL high school teachers. In general, the findings showed that there existed no correlation between the teachers' beliefs and their instructional practices. However, this study found that in certain areas of teacher talk, there was a relationship between the stated beliefs and practices. Furthermore, there was a consistency between some micro- and macro- functions of language and the use of L1 by teachers. Reading this book can help non-native English teachers to reflect on their practices and beliefs regarding code-switching and the use of their learners' mother tongue in their English classes.
Book Synopsis EFL Teachers' Beliefs and Practices about Reading Instruction in Language Talented Programs by :
Download or read book EFL Teachers' Beliefs and Practices about Reading Instruction in Language Talented Programs written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Saudi Teachers' Beliefs about Reading Instruction in English as a Foreign Language (EFL). by : Abdulaziz Althewini
Download or read book Saudi Teachers' Beliefs about Reading Instruction in English as a Foreign Language (EFL). written by Abdulaziz Althewini and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English teachers' beliefs about reading instruction, in a foreign language learning context, are an important issue that has not been examined by teacher education researchers although they have proven that teachers' beliefs shape their teaching practices and impacts their outcomes. This research took this gap into consideration and generated a quantitative study to identify these beliefs in order to assist teacher educators become aware of their teachers' attitudes and properly address their concerns with relevant professional development workshops. The research significantly contributed to the EFL (English as a foreign language) teacher education field and to the Saudi context more specifically by exploring and pinpointing EFL teachers' beliefs about reading instruction and connecting those to recent research on second language reading instruction. Based on the cognitive theory of reading, a survey of 81 questions was conducted, using a 5-point Likert scale, in order to determine teachers' degree of agreement and disagreement with a variety of different teaching practices in reading. Another goal was to examine whether teachers were more inclined toward one of the prevalent models of reading instruction: skills-based, whole language, and metacognitive strategy approach. The theory and application of these models are discussed, especially within the Saudi context and relevant literature. The survey was distributed to 78 teachers in two large Saudi universities: King Saud bin Abdulaziz University for Health Sciences and Shugra University. Basic numerical analysis was used to determine the weighted means as well as the agreement proportions of their responses for each item on the survey; and bootstrap statistical analysis was employed to determine which reading instruction model was more dominant. Findings indicated that teachers favored the metacognitive strategy approach more than the others. Most teachers (81.7%) identified with the metacognitive strategy approach, while 70.6% and 63% chose whole language and skills-based approach, respectively. Moreover, the study included a micro examination of the teachers' responses within evidence-based major components of reading instruction. It was found that every teacher should be aware of these components, regardless of their preferred models since each model does not capture the total picture for reading processes, but focuses on a certain part of it. Those components, underlined in the cognitive theory of reading instruction, are six overarching skills that teachers should assist their students to acquire. These are as follows: help students acquire word recognition, gain reading comprehension, be aware of text structure, improve reading fluency, engage in strategic reading, and practice extensive reading. The study found out that teachers highly valued most of these skills except for reading fluency and extensive reading. The study connected this finding with current and relevant research on second language reading, illustrating why these two latter skills are neglected and underestimated; and looked at how teachers support their students' learning of all six skills by offering strategies and practices that enable their students to excel in their reading ability.
Book Synopsis Exploring Teachers' Beliefs Through Collaborative Journaling: A Qualitative Case Study of Japanese Preservice Teachers' Transformative Development Processes in an EFL Teacher Education Program by : Toshinobu Nagamine
Download or read book Exploring Teachers' Beliefs Through Collaborative Journaling: A Qualitative Case Study of Japanese Preservice Teachers' Transformative Development Processes in an EFL Teacher Education Program written by Toshinobu Nagamine and published by . This book was released on 2007 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was implemented to describe, interpret, and document preservice EFL teachers' learning processes through collaborative journaling and gained awareness for all participants (including myself as a participant-observer). Four preservice EFL teachers in Japan (two males and two females) participated in the study. At the time of the investigation, they were all undergraduate students studying in an EFL teacher education program at a Japanese university. To investigate their learning processes, a prime focus was placed on the participants' beliefs about language learning and teaching. Thus, this study was to understand what it meant for the participants to learn how to teach through collaborative journaling in the setting studied and what it possibly meant for them to change (or not to change) their beliefs during the term of the investigation.
Book Synopsis The Effects of Post-Observational Reflective Feedback Modes on Teaching Beliefs by : Ilknur Yuksel
Download or read book The Effects of Post-Observational Reflective Feedback Modes on Teaching Beliefs written by Ilknur Yuksel and published by . This book was released on 2011 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was to investigate whether the pre-service teachers' language teaching beliefs changed as a result of two different post-observational reflective feedback modes; teacher mediated and peer feedback, during their teaching practice. For each post-observational feedback mode, two groups of eight Turkish pre-service language teachers attending to the final year at English Language Teaching Department at Anadolu University, totally 16 pre-service teachers participated in the study. The qualitative and quantitative data was collected at the beginning and end of the different feedback treatments from each group. The results indicated that the feedback modes on pre-service teachers' teaching practice could influence their beliefs about teaching. Peer feedback had a potential to change the teachers' beliefs through critical reflection skills that were fostered as a result of collaboration within the peer group. (Contains 5 tables.).
Book Synopsis English Education in Oman by : Rahma Al-Mahrooqi
Download or read book English Education in Oman written by Rahma Al-Mahrooqi and published by Springer. This book was released on 2018-07-02 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores an area that has been somewhat overlooked in the literature to date – the current status and future trends of English education in Oman. It offers a variety of theoretical and methodological approaches to the subject and explores areas of English education in Oman that have, until now, been little investigated. It explores these issues from a variety of perspectives: the professionalization of English teachers in the country; the implementation of novel teaching methodologies, curricula, and assessment approaches, into what are, in many ways, still very traditional education settings; the integration of learner identity into English language instruction; country- and culture-specific concerns with conducting research with Omani participants; the strategic demands of building stronger links between education and workforce needs; and developing learner autonomy and motivation.
Book Synopsis Teachers' Beliefs about Decision-making in Two Schools in Lebanon by : Hana Ahmad Addam
Download or read book Teachers' Beliefs about Decision-making in Two Schools in Lebanon written by Hana Ahmad Addam and published by . This book was released on 2006 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine teacher leadership, particularly the nat ure of teachers' beliefs concerning their current and ideal levels of participat ion in decision-making, and how these beliefs are influenced by the context in w hich teaching takes place (school culture). It seeks to provide data about how e lementary school teachers perceive their role in decision-making processes that take place in two different school systems in Lebanon. Ten interviews and four observations were used as the primary methods for genera ting data. The interviews were designed in a semi-structured format to reveal th e participants' perspectives. Other sources of data were also used, such as docu ments related to the laws and regulations applicable to decision-making at the s chools. Findings suggest that teachers are restricted from shared decision-making at sch ool except in some areas, mostly instructional related matters, due to several f actors regardless of the school's culture.
