British Journal of Teacher Education and Pedagogy最新文献_第3页

Investigating the EFL and ESP Students and Teachers’ Perception to the English Curriculum at Afghanistan Universities 阿富汗大学英语和ESP学生和教师对英语课程认知的调查

British Journal of Teacher Education and Pedagogy Pub Date : 2023-02-04 DOI: 10.32996/bjtep.2023.2.1.4

Abdul Raziq Safi, M. Shabani, Ali Malmir

{"title":"Investigating the EFL and ESP Students and Teachers’ Perception to the English Curriculum at Afghanistan Universities","authors":"Abdul Raziq Safi, M. Shabani, Ali Malmir","doi":"10.32996/bjtep.2023.2.1.4","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.1.4","url":null,"abstract":"This article examined the effectiveness of the EFL and ESP curricula in Afghanistan universities. Specifically, it provided an overview of the current state of English programs and learners' and instructors’ feedback on their learning and expectations. The data was collected via survey questionnaires and interviews with three groups of people. The first group is 300 Afghan EFL and ESP learners and instructors from seven different state universities of different provinces in Afghanistan who took part in this study. These universities include Nangarhar, Kandahar, Herat, Sayed Jamaluddin Afghan, Shaikh Zayed, Balkh and Kabul Education Universities. The second group is the university authorities and officials of the Ministry of Higher Education who participated in this survey. The third group of the participant is 20 EFL and ESP learners and instructors and 10 EFL and ESP curriculum planners. For the purpose of collecting data, a well-developed questionnaire was created. The collected data were analyzed by using Statistical Package for Social Sciences (SPSS version 23). The result revealed that the participants had a somehow positive attitude toward teaching and learning English as a foreign language. Also, it suggested that the students, as well as their instructors, have a low degree of a positive attitude toward the teaching system and curriculum.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117283482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Application of Education for International Understanding of Chinese Language Teaching: A Critical Study 国际理解教育在汉语教学中的应用:一项批判性研究

British Journal of Teacher Education and Pedagogy Pub Date : 2023-01-19 DOI: 10.32996/bjtep.2023.2.1.3

Kong Qingqing, Yu Lishen

引用次数: 0

The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study 使用书面反馈策略减少师徒关系中的紧张:一个反思性案例研究

British Journal of Teacher Education and Pedagogy Pub Date : 2023-01-17 DOI: 10.32996/bjtep.2023.2.1.2

Nusrat Gulzar

{"title":"The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study","authors":"Nusrat Gulzar","doi":"10.32996/bjtep.2023.2.1.2","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.1.2","url":null,"abstract":"In this paper, the author adopts a reflective case study approach to evaluate the management of rapport and power issues in her relationship with her mentee at a postgraduate mentoring programme at a British university. The evaluation focuses on the outcomes of adopting suitable feedback strategies and language constructions for providing verbal and written feedback to her mentee to mitigate tensions in the relationship. The paper also presents insights into the author’s reflective evaluation of her mentoring approach, the nature of the tensions encountered and how she addressed those challenges through feedback techniques. Audio recordings from pre- and post-observation meetings and the researcher’s written feedback reports were used as data in the study. The analysis’s primary focus was identifying distinct language patterns in vocal and written communication and how they might have assisted and constrained the possibility of mentee reflection and rapport. Findings indicate that careful use of language structures, namely, hedged markers, first-person references, conversational registers, and reflective questions, may assist in establishing rapport in mentoring relationships and, consequently, reduce tensions to some extent. The study is helpful for new mentors and teacher educators interested in knowing more about the nature and complexities of near-peer mentoring relations and effective feedback techniques.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115998161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social Work Education: Reevaluating Undergraduate Quality Assurance in the Social Work Unit, Fourah Bay College, University of Sierra Leone 社会工作教育:重新评估塞拉利昂大学福拉湾学院社会工作部门的本科质量保证

British Journal of Teacher Education and Pedagogy Pub Date : 2023-01-15 DOI: 10.32996/bjtep.2023.2.1.1

Mohamed Bangura

{"title":"Social Work Education: Reevaluating Undergraduate Quality Assurance in the Social Work Unit, Fourah Bay College, University of Sierra Leone","authors":"Mohamed Bangura","doi":"10.32996/bjtep.2023.2.1.1","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.1.1","url":null,"abstract":"This paper explores the policy and quality assurance discourse in social work undergraduate academic education ensuing at the Social Work Unit at Fourah Bay College, University of Sierra Leone, following the recent reengineering approach due to the Covid-19 pandemic and technological polarisation. Regrettably, final year social work university pre-service social work student’s practicum or internship evaluation could not be finalised. The practicum or internship is a critical component in social work education as it engenders professional transformation, thought and development. Unlike other academic modules, which could be downright via online and distance education, the practicum or internship, being a practical undertaking in a classroom atmosphere, accorded unique challenges. The research question that the paper addresses is: How would certification of social work students be finalised when this time-tested evaluation had not been done? The paper employs content and discourse analysis to unwrap the philosophical and professional discourses being promoted by faculty in order to appreciate how they are likely to regulate succeeding management of social work education. The discourse is that the emerging ‘current normal’ should not trade-off the quality assurance structures that evolved consequently.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115852126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Values-Based Leadership (VBL): Evidences from Selected School Leaders of Samar, Philippines 基于价值观的领导:来自菲律宾萨马岛学校领导的证据

British Journal of Teacher Education and Pedagogy Pub Date : 2022-11-06 DOI: 10.32996/bjtep.2022.1.3.6

Rosybelle Sablad

{"title":"Values-Based Leadership (VBL): Evidences from Selected School Leaders of Samar, Philippines","authors":"Rosybelle Sablad","doi":"10.32996/bjtep.2022.1.3.6","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.3.6","url":null,"abstract":"In the formidable tasks of school leaders during these years, their challenges encountered in managing schools, teachers, and students, and the dire need to successfully implement quality education underscored the application of values as they lead their respective schools towards the attainment of the national educational goal. Values-based leadership (VBL) generally guides them to overcome daily school operations. Hence, this study was conducted to explore the views and perceptions of school leaders of Samar on values-based leadership (VBL), to examine their experiences as they apply VBL, and to probe their coping mechanisms in difficulties encountered. With phenomenology as the main method of inquiry, all participants ascertained positive views of VBL as it influences and motivates teachers and other school stakeholders. VBL gives assurance to help teachers grow as it is achieved during a heart to heart talk with the concerned teachers. However, conflicting values of teachers and being misunderstood were disclosed as the difficulties they experienced while using VBL. Nonetheless, they manage to surpass challenges by treating everyone with impartiality and by being consistent in the decision-making. This research concludes that the personal values of selected school leaders in Samar have a greater influence on their daily journey as they lead their teachers, students, and other stakeholders. All participants’ narratives would certainly impart potential enlightenment among school leaders from various schools experiencing similar instances.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123406537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Candidates’ Self-Determined Motivation to Develop and Implement Self-Regulated Learning Practices 教师候选人发展和实施自我调节学习实践的自主动机

British Journal of Teacher Education and Pedagogy Pub Date : 2022-10-25 DOI: 10.32996/bjtep.2022.1.3.5

C. Brenner

引用次数: 1

English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective 沙特阿拉伯小学英语教育:家长视角

British Journal of Teacher Education and Pedagogy Pub Date : 2022-10-05 DOI: 10.32996/bjtep.2022.1.3.4

Reima Al-Jarf

{"title":"English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective","authors":"Reima Al-Jarf","doi":"10.32996/bjtep.2022.1.3.4","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.3.4","url":null,"abstract":"In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents’ views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133086541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Approach to Improving the Teaching Effect of General Education Course of Humanities in Research Universities: Taking South China University of Technology as an Example 提高研究型大学人文学科通识教育课程教学效果的途径——以华南理工大学为例

British Journal of Teacher Education and Pedagogy Pub Date : 2022-09-29 DOI: 10.32996/bjtep.2022.1.3.3

Zhou Jianxin

{"title":"Approach to Improving the Teaching Effect of General Education Course of Humanities in Research Universities: Taking South China University of Technology as an Example","authors":"Zhou Jianxin","doi":"10.32996/bjtep.2022.1.3.3","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.3.3","url":null,"abstract":"General education of humanities has been implemented in China’s colleges and universities for nearly 30 years, but so far, there are not many studies on the teaching of general education courses of humanities, among which the study on improving the teaching effect of general education courses of humanities, especially the study based on empirical evidence, although is very necessary, is even rarer. In order to explore the approach to improve the teaching effect of general education courses in humanities, in the past 9 semesters at South China University of Technology, a research-oriented university in China, the author of this paper carried out teaching exploration in a total of 14 large classes, and 23 small classes taught by himself, with 3094 undergraduate students enrolled, in three general education courses of humanities, namely \"Anglo-American Literature and Culture\", \"Selected Readings of English Poetry\", and \"Tasting Chinese Classics in English\", by implementing four teaching modes in classroom teaching: topic+interactive, topic+non-interactive, non-topic+interactive, non-topic+ non-interactive. It is found that topic-centered interactive small class teaching achieves the best teaching effect. At the same time, surveys and investigations conducted by the author of this paper on the teaching of general education courses of humanities at South China University of Technology demonstrate that interactive small class teaching taught by teachers with professor titles achieves optimal teaching effect. It can be thus concluded that the topic-centered, interactive small class teaching taught by a professor is the best approach to improve the teaching effect of general education courses of humanities in a research university. It is expected that the findings of this study will serve as a reference for other research universities in China to improve the teaching effect of general education courses in humanities.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131564059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring the Effects of Teacher-Student Verbal Interaction on Effects of Adolescent Learning Efficacy Based on Satir's Iceberg Theory 基于萨提亚冰山理论的师生言语互动对青少年学习效能的影响

British Journal of Teacher Education and Pedagogy Pub Date : 2022-09-26 DOI: 10.32996/bjtep.2022.1.3.2

Zewen Wu, Caiyi Liao, Xiaoqi Jie, Yuanyu Peng

{"title":"Exploring the Effects of Teacher-Student Verbal Interaction on Effects of Adolescent Learning Efficacy Based on Satir's Iceberg Theory","authors":"Zewen Wu, Caiyi Liao, Xiaoqi Jie, Yuanyu Peng","doi":"10.32996/bjtep.2022.1.3.2","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.3.2","url":null,"abstract":"Teaching is an important process of teacher-student verbal interaction, which plays a significant role in improving students' academic performance and enhancing their healthy physical and mental development. In order to investigate the influence of teacher-student verbal interaction on secondary school students' learning efficacy and to understand how teachers' language affects adolescents' self-efficacy, this paper adopts questionnaires and interviews founded on Satir's iceberg theory to gather data on teacher-student relationships and their learning efficacy from eight secondary school students in four regions, including Fujian and Sichuan. Quantitative analysis is conducted by SPSS 26.0 to study the effect of teacher-student verbal interaction on secondary school students' learning efficacy. The study indicated that positive and good verbal interactions could enhance adolescents' learning efficacy. Teachers can utilize Satir’s iceberg theory to touch the psychological world under the iceberg and assist students in enhancing their learning efficacy through more accurate verbal behaviors.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116044922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learner Reticence at the Time of the Pandemic: Examining Filipino Students’ Communication Behaviors in Remote Learning 大流行时期的学习者沉默:菲律宾学生远程学习中的沟通行为研究

British Journal of Teacher Education and Pedagogy Pub Date : 2022-09-05 DOI: 10.32996/bjtep.2022.1.3.1

Marielle Justine C. Sumilong

{"title":"Learner Reticence at the Time of the Pandemic: Examining Filipino Students’ Communication Behaviors in Remote Learning","authors":"Marielle Justine C. Sumilong","doi":"10.32996/bjtep.2022.1.3.1","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.3.1","url":null,"abstract":"Between the uncertainty of a global pandemic, the unfamiliar territory of fully remote education, and the detrimental effects of related crises on the educational system, emerging research on pandemic pedagogy have underscored the universal presences of 1) anxiety in students and teachers, 2) decreased communication opportunities, and 3) challenges with communication technologies –all of which have been found to affect students’ communication behaviors in their remote classes. Learner reticence –students’ inadequate ability in self-expression usually manifested in reluctance to engage in classroom discourse– remains one of the biggest instructional communication challenges most teachers face today. Recent pandemic-related changes in learning delivery have put students at an even bigger disadvantage in terms of self-expression, participation, and discourse since the majority of the difficulties they experience in remote learning involve and are affected by their resources’ capacities to sustain communication with their teachers and classmates. This study investigated the self-perceived experiences of learner reticence of Filipino higher education students. With phenomenology as the main method of inquiry, all participants disclosed experiences of reticent behaviors in their remote classes during the pandemic; individual and personality-based factors were found to contribute the most to the students’ experienced reticence. The participants’ narratives also gave rise to insights on teacher immediacy and interpersonal communication in remote classes.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131080994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0