NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 14 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Ya-Ting, Huang; Hui-Min, Wang – Journal of Education for Teaching: International Research and Pedagogy, 2019
The brief report describes an exploratory investigation into changes to three university EFL teachers' teaching practices in a research-intensive university framed by managerialist technologies to improve its visibility and global ranking. The findings revealed that substantial changes have been brought about to their teaching practices in terms…
Descriptors: Teaching Methods, Educational Change, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Shen, Bin; Bai, Barry – Journal of Education for Teaching: International Research and Pedagogy, 2019
Chinese university EFL teachers face challenges in teaching English writing effectively. On one hand, a lack of teaching strategies, heavy workload, and inability to meet students' increasing expectations are driving them to seek continuing professional development (CPD) and adopt new pedagogies, e.g., peer assessment. On the other hand, their…
Descriptors: Foreign Countries, Faculty Development, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Mak, Pauline – Journal of Education for Teaching: International Research and Pedagogy, 2019
In the past few decades, increasing demands have been placed on developing students' autonomy and critical thinking skills. To enhance students' agency in learning, teachers have been encouraged to adopt alternative pedagogical practices. The revamp of pedagogy needs to be reflected in assessment as it is an integral part of instruction.…
Descriptors: Foreign Countries, Faculty Development, Teacher Competencies, Student Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Liu, Huifang; Zhang, Qian; Bai, Barry – Journal of Education for Teaching: International Research and Pedagogy, 2019
This report is part of a larger study concerning teachers' beliefs towards public lessons and their effectiveness on professional development (PD) in China. Despite being a major form of PD, most public lessons resemble shows, in which teachers put up their best performances. As a result, not much PD may take place for the teacher and observers.…
Descriptors: Teacher Attitudes, Faculty Development, Foreign Countries, Teacher Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Gan, Zhengdong; Nang, Honghan; Mu, Kejuan – Journal of Education for Teaching: International Research and Pedagogy, 2018
While different theoretical frameworks have been proposed to characterise the nature of feedback and the conditions under which feedback contributes to student learning, few empirical studies have examined the usefulness of these theoretical frameworks to understand student feedback experiences in classrooms particularly in a pre-service context.…
Descriptors: Teaching Experience, Classroom Techniques, Feedback (Response), Student Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
Yan, Chunmei; He, Chuanjun – Journal of Education for Teaching: International Research and Pedagogy, 2017
Despite its inherent nature of artificiality, microteaching has been widely used as a routine procedure in pre-service teacher education courses to apply theoretical knowledge and develop practical teaching competence. Its importance in the practice element of teacher education programmes has given rise to a considerable amount of attention to its…
Descriptors: Team Teaching, Microteaching, Preservice Teacher Education, Preservice Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Bo; Teo, Timothy; Yu, Shulin – Journal of Education for Teaching: International Research and Pedagogy, 2017
Whilst much research has been conducted on teacher feedback in various teaching and learning contexts, little is known about how teachers give feedback on student oral presentations to enhance students' oral communicative skills in second-language (L2) education. Drawing on data from semi-structured interviews, this case study investigated the…
Descriptors: Feedback (Response), English (Second Language), Second Language Learning, Communication Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Engin, Marion – Journal of Education for Teaching: International Research and Pedagogy, 2015
Written artefacts often form a significant part of teacher education activities and play a crucial role in the dialogue between tutor and student teacher in a post-observation feedback session. However, although the dialogue of feedback sessions has been extensively researched, the role of the artefact has been less explored. This research…
Descriptors: Feedback (Response), Role, Teacher Student Relationship, Observation
Peer reviewed Peer reviewed
Direct linkDirect link
Delano-Oriaran, Omobolade – Journal of Education for Teaching: International Research and Pedagogy, 2014
Schools are becoming culturally and linguistically diverse. This means that pre-service teachers should be exposed to methods that prepare them for diverse classrooms. This article outlines a service-learning checklist that is practical and authentic to use in working with diverse communities. Faculty can adopt the checklist when infusing…
Descriptors: Preservice Teachers, Service Learning, Check Lists, College Faculty
Peer reviewed Peer reviewed
Direct linkDirect link
Bai, Barry – Journal of Education for Teaching: International Research and Pedagogy, 2014
Writing is a complex skill that requires effective teaching practices in the classroom. One of the challenges English teachers in the English as a second language (L2) context face is the lack of teacher experience in teaching English writing. This brief paper reports on a small-scale study on helping Hong Kong in-service primary school teachers…
Descriptors: Foreign Countries, Faculty Development, Educational Environment, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Wong, Ruth – Journal of Education for Teaching: International Research and Pedagogy, 2013
This article examines whether there are changes in students' teaching practices as a result of their experiencing an overseas professional development course (PDC); the process of any such changes; and whether any changes found are sustainable in the long term. Three forms of data gathering are used, lesson observation, in-depth interviews, and…
Descriptors: Attitude Change, Teacher Attitudes, Teaching Methods, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Icy – Journal of Education for Teaching: International Research and Pedagogy, 2013
This article describes a university-school collaboration project that investigates six English as a foreign language (EFL) teachers' attempts to change conventional feedback approaches in three secondary schools of Hong Kong, indicating the benefits university-school collaboration can reap for both teacher educators and school teachers.
Descriptors: English (Second Language), Second Language Learning, Language Teachers, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, Joy; Shibanuma, Akiko; Matsuzaki, Yoko; Kanayama, Aiko; Ito, Atsumi – Journal of Education for Teaching: International Research and Pedagogy, 2008
Keiwa College, a small liberal arts college in Niigata, Japan, has developed a number of on-campus and community-based teacher training programmes to benefit our students in the teacher education course in the Department of English and Communication and in-service English teachers in the area. These programmes provide students with opportunities…
Descriptors: Teacher Education, Paraprofessional School Personnel, Language Teachers, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Seferoglu, Golge – Journal of Education for Teaching: International Research and Pedagogy, 2006
This study aimed to explore teacher candidates' reflections on the methodology and practice components of a pre-service English teacher training programme in Turkey. For this purpose, a qualitative case study method was followed. The participants were 176 senior year students at the Middle East Technical University in Ankara, Turkey. The data were…
Descriptors: Teaching Methods, Foreign Countries, English (Second Language), Language Teachers