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Profile-Issues in Teachers Professional Development最新文献

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Planning an Online Assessment Course for English Language Teachers in Latin America 规划拉丁美洲英语教师在线评估课程
Profile-Issues in Teachers Professional Development Pub Date : 2023-07-28 DOI: 10.15446/profile.v25n2.104703
Frank Giraldo, Xun Yan
{"title":"Planning an Online Assessment Course for English Language Teachers in Latin America","authors":"Frank Giraldo, Xun Yan","doi":"10.15446/profile.v25n2.104703","DOIUrl":"https://doi.org/10.15446/profile.v25n2.104703","url":null,"abstract":"In this article, we report the results of a study through which we collected English language teachers’ needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could address the challenges they faced in assessment; discuss and develop new ways to assess; and learn about authentic, valid, and ethical assessment. Therefore, the findings suggest that the teachers wanted a course that mixed theory, practice, and principles of assessment. Additionally, the course should address emerging topics in English language assessment, namely bilingual assessment and the assessment of learners with special educational needs.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608124","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
A Preservice Teacher’s Experiences Teaching English Abroad: From ESL to EFL 职前教师海外英语教学经验:从ESL到EFL
Profile-Issues in Teachers Professional Development Pub Date : 2023-07-28 DOI: 10.15446/profile.v25n2.101608
M. Martha Lengeling, Melanie L. Schneider
{"title":"A Preservice Teacher’s Experiences Teaching English Abroad: From ESL to EFL","authors":"M. Martha Lengeling, Melanie L. Schneider","doi":"10.15446/profile.v25n2.101608","DOIUrl":"https://doi.org/10.15446/profile.v25n2.101608","url":null,"abstract":"Although an international teaching practicum is assumed to broaden teacher candidates’ cultural, linguistic, and pedagogical knowledge, the nature of this growth and its relation to teacher education practices have yet to be fully explored. Using a sociocultural perspective and drawing on the concepts of teacher socialization and a growth mindset, this qualitative case study investigates the experiences of a U.S. preservice teacher teaching English in a Mexican primary school. Analysis of teaching observations, the participant’s reflections, and an interview revealed the teacher’s growing sensitivity to the teaching context. She gradually recognized the differences between teaching English in the two countries, prompting a shift in pedagogy to one more compatible with teaching English as a foreign language. The importance of teaching context on teacher socialization is also examined.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608117","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
Indigenous Students and University Stakeholders’ Challenges and Opportunities for Intercultural Decolonial Dialogue 土著学生和大学利益相关者对跨文化非殖民化对话的挑战和机遇
Profile-Issues in Teachers Professional Development Pub Date : 2023-07-28 DOI: 10.15446/profile.v25n2.102812
José Aldemar Álvarez Valencia, Andrés Valencia
{"title":"Indigenous Students and University Stakeholders’ Challenges and Opportunities for Intercultural Decolonial Dialogue","authors":"José Aldemar Álvarez Valencia, Andrés Valencia","doi":"10.15446/profile.v25n2.102812","DOIUrl":"https://doi.org/10.15446/profile.v25n2.102812","url":null,"abstract":"This article presents critical intercultural dialogue as a necessary curricular, pedagogical, and decolonial practice to engage and value Indigenous students’ cultural semiotic resources in higher education. Drawing from social semiotics, critical interculturality, and decolonial theory, the article analyzes Indigenous students’ structural barriers to accessing and completing their undergraduate programs. Using examples from pedagogy courses taught in English and reflections and learnings from a research project with Indigenous students, the article underscores and extends lessons to mobilize Indigenous students’ learning paths, sociocultural practices, and languages, showcasing intercultural dialogue within a public university. Reflections on the tensions, constraints, and possibilities to facilitate university stakeholders’ engagement at multiple levels are discussed.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135608125","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
Sensitizing Citing Practices of Graduate Students of TEFL in Academic Summary Writing 在学术摘要写作中对引语实践的敏感
IF 0.9
Profile-Issues in Teachers Professional Development Pub Date : 2023-02-06 DOI: 10.15446/profile.v25n1.101568
R. Rezvani, Parisa Miri
{"title":"Sensitizing Citing Practices of Graduate Students of TEFL in Academic Summary Writing","authors":"R. Rezvani, Parisa Miri","doi":"10.15446/profile.v25n1.101568","DOIUrl":"https://doi.org/10.15446/profile.v25n1.101568","url":null,"abstract":"This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text use, were assigned individually to 16 graduate English language teaching students from Iran. After completing the tasks, the students participated in retrospective interviews about their source-text use. Recursive thematic data analysis indicated that while they were inclined towards more direct source-text use in the first summary, they opted for more indirect and academic source-text use that involved their contribution and interpretation in the sensitizing task. The paper discusses the significance of sensitizing students to source-text use.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78429542","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
Mapping English Language Teacher-Researchers’ Collaboration and Networking Practices Throughout Their Professional Paths 映射英语教师-研究人员在其专业道路上的合作和网络实践
IF 0.9
Profile-Issues in Teachers Professional Development Pub Date : 2023-02-06 DOI: 10.15446/profile.v25n1.94340
Eva Estefania Trujeque-Moreno, Georgina Aguilar-González, Fatima Encinas-Prudencio
{"title":"Mapping English Language Teacher-Researchers’ Collaboration and Networking Practices Throughout Their Professional Paths","authors":"Eva Estefania Trujeque-Moreno, Georgina Aguilar-González, Fatima Encinas-Prudencio","doi":"10.15446/profile.v25n1.94340","DOIUrl":"https://doi.org/10.15446/profile.v25n1.94340","url":null,"abstract":"This article reports the findings of a multiple case study that identifies and describes the collaboration and networking practices of four Mexican English language teaching professionals belonging to two MA cohorts: 2005–2007 and 2007–2009. For two years, curriculum vitae analysis, maps, and in-depth interviews were used to collect data on these professionals’ paths. Three dimensions were examined: teaching, organization, and research, as well as levels of involvement in these professional activities, which construct and shape participants’ collaboration and networking practices. The findings revealed that each teacher-researcher’s agency was directly related to their capitalization of diverse strategies in each dimension and how this, in turn, configured their engagement in the English language teaching community or other communities.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77693636","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
EFL Teachers’ Beliefs About Listening and Their Actual Listening Instructional Practices 英语教师的听力观念与听力教学实践
IF 0.9
Profile-Issues in Teachers Professional Development Pub Date : 2023-02-06 DOI: 10.15446/profile.v25n1.98510
M. Abad
{"title":"EFL Teachers’ Beliefs About Listening and Their Actual Listening Instructional Practices","authors":"M. Abad","doi":"10.15446/profile.v25n1.98510","DOIUrl":"https://doi.org/10.15446/profile.v25n1.98510","url":null,"abstract":"This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers of public and private universities in Cuenca, Ecuador. The study aimed to provide empirical evidence of listening teaching practices and determine teachers’ beliefs about listening. Data were gathered through a questionnaire and structured class observations. Results evidenced that instructional practices emphasize task completion rather than listening development, are oriented towards the product rather than the process and lack decoding.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73581595","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
Professional Demotivating Factors Among High School, Institute, and University EFL Teachers: A Comparative Study 高中、学院和大学英语教师职业动机因素的比较研究
IF 0.9
Profile-Issues in Teachers Professional Development Pub Date : 2023-02-06 DOI: 10.15446/profile.v25n1.96423
Maryam Honarparvaran, Mohammad Saber Khaghaninejad
{"title":"Professional Demotivating Factors Among High School, Institute, and University EFL Teachers: A Comparative Study","authors":"Maryam Honarparvaran, Mohammad Saber Khaghaninejad","doi":"10.15446/profile.v25n1.96423","DOIUrl":"https://doi.org/10.15446/profile.v25n1.96423","url":null,"abstract":"This mixed-methods study investigated and compared the professional demotivating factors for EFL teachers in three contexts: high schools, language institutes, and universities. Consequently, a validated questionnaire and semi-structured interviews were employed to gather data from 189 Iranian EFL teachers. The results indicated that the most prominent demotivating factors were financial issues, students’ demotivation, facilities and course books, and neglecting teachers for educational decision-making. However, financial issues and facilities and course books were less demotivating for university teachers. During the qualitative phase, it was also revealed that supervisors’ feedback and attitudes, relationships with colleagues, and preferential treatments negatively affect EFL teachers’ motivation. Furthermore, unlike high school teachers, language institutes and university EFL teachers perceive job insecurity as incredibly demotivating.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86953755","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
Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching 第二语言教师的实践与学习者对英语发音教学认知的比较
IF 0.9
Profile-Issues in Teachers Professional Development Pub Date : 2023-02-06 DOI: 10.15446/profile.v25n1.101156
Michael Burri
{"title":"Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching","authors":"Michael Burri","doi":"10.15446/profile.v25n1.101156","DOIUrl":"https://doi.org/10.15446/profile.v25n1.101156","url":null,"abstract":"The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers’ provision of oral corrective feedback meets the students’ preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers’ practices and students’ perceptions. Factors such as the curriculum, instructors’ beliefs about second language learning, and their confidence play a role in this discrepancy.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78058223","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
Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development 想象的身份与想象的社区:哥伦比亚英语教师专业发展的投资
IF 0.9
Profile-Issues in Teachers Professional Development Pub Date : 2023-02-06 DOI: 10.15446/profile.v25n1.99248
Marcela Ovalle Quiroz, Adriana González
{"title":"Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development","authors":"Marcela Ovalle Quiroz, Adriana González","doi":"10.15446/profile.v25n1.99248","DOIUrl":"https://doi.org/10.15446/profile.v25n1.99248","url":null,"abstract":"English teachers’ professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development programs. Findings suggest that English teachers are invested in their professional development if they may develop three imagined identities—as proficient English speakers, ELT experts, and ICT competent users—and their affiliation to an imagined community of “bilinguals.” The teachers’ journey to the imagined identities and the imagined community is full of conflicting emotions amidst the socio-political context of their work and the country’s language education policies.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82407461","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
Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers 研究孵化器中的教学关系与身份:语言教师研究训练的再概念
IF 0.9
Profile-Issues in Teachers Professional Development Pub Date : 2023-02-06 DOI: 10.15446/profile.v25n1.94333
José V. Abad, Jennifer Daniela Regalado Chicaiza, Isabel Cristina Acevedo Tangarife
{"title":"Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers","authors":"José V. Abad, Jennifer Daniela Regalado Chicaiza, Isabel Cristina Acevedo Tangarife","doi":"10.15446/profile.v25n1.94333","DOIUrl":"https://doi.org/10.15446/profile.v25n1.94333","url":null,"abstract":"This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interviews with four research incubator coordinators and two focus groups with eight students. We found that mentoring in research incubators nurtures attitudes and competencies crucial to the students’ construction of their identity as teacher researchers. From the results of our research, we built a theoretical model that describes pedagogical relationships in research education around the axes of power and affect. Finally, we draw some implications about an epistemological shift from knowledge-centered to knower-centered pedagogical relationships in collaborative approaches to research training.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79677149","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
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