Results 61 to 70 of about 252 (170)
Writing Teachers’ Emotion(s) and Agency in a Professional Development Course
International Journal of Applied Linguistics, Volume 35, Issue 4, Page 2113-2124, November 2025.ABSTRACT Despite the growth of research on teachers’ professionalism, little is known about writing teachers’ emotion(s) and agency in professional development courses. The present study addressed this gap through a two‐stage project that first explored seven English language teachers’ emotion and agency construction in a teacher education course ...
Mostafa Nazari +3 more
wiley +1 more source
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2020 : This study aimed at exploring the perceptions of EFL novice and experienced teachers on the impact of professional development programs to their teaching practice. The design of this study is a descriptive study by using in-depth interviews for gaining
Shandra Nitalinawati
doaj +1 more source
Teachers as macro curriculum makers: Mandate and influence in the Norwegian LK20
The Curriculum Journal, Volume 36, Issue 3, Page 511-526, September 2025.Abstract This study investigates teacher participation in Norway's most recent national curriculum reform. During the reform period, teachers were invited to take part in macro curriculum making as members of national curriculum committees. In policy documents, teacher participation is emphasised as key to the legitimacy of the curriculum.
Tiril Smerud Finnanger
wiley +1 more source
An Investigation of Turkish EFL Teachers’ Perceptions of Professional Identity
, 2021 Teacher professional identity molds teachers’ interpretation of their roles, educational reforms, changes in curricula, classroom practices, use of methods and techniques, and their relation to other significants in the educational context. From this point of view, this study aimed to find out Turkish EFL teachers’ perceptions of professional identity ...
KESKİN, Ahmet, ZAİMOĞLU, Senem
openaire +3 more sources
Native‐Speakerism and Race in TESOL: A Collaborative Autoethnographic Counter‐Story
TESOL Journal, Volume 16, Issue 3, September 2025.ABSTRACT In this article, three TESOL scholar‐practitioners engage in a collaborative autoethnography, analyzing our intersectional professional experiences with native‐speakerism and race. Our discussions center around native‐speakerism, linguistic racism, and critical race theory. A counter‐storytelling approach juxtaposes each of our encounters with
Daniela Silva +2 more
wiley +1 more source
European Journal of Education, Volume 60, Issue 3, September 2025.ABSTRACT Metacognition involves teachers reflecting on their knowledge and teaching practices and mobilising students' metacognition. Teachers' metacognitive regulation is necessary to promote students' learning and motivation. Additionally, teacher identity is a dynamic process that evolves through social interactions and relationships in the ...
Aysun Nüket Elçi +5 more
wiley +1 more source
Language Teacher Educator Wellbeing in Online Classes: An Analytic Autoethnography
European Journal of Education, Volume 60, Issue 2, June 2025.ABSTRACT The ability to sustain personal wellbeing is a central part of language teacher educators' emotional expertise, as they need to navigate multiple complexities that put their wellbeing at risk. There is a growing influx of studies that showcase the influencing factors of wellbeing among pre‐ and in‐service language teachers, with language ...
Mehmet Sak
wiley +1 more source
TESOL Quarterly, Volume 58, Issue 4, Page 1460-1492, December 2024.Abstract Seldom have studies linked the early‐career teacher attrition problem to teachers' emotion labor, especially with a longitudinal design. Grounded in the poststructural approach, we designed a longitudinal study to investigate qualitatively how a second‐year English‐as‐a‐foreign‐language (EFL) teacher's emotion labor triggered by implicit ...
Yujie Zhang, Lawrence Jun Zhang
wiley +1 more source
European Journal of Education, Volume 59, Issue 4, December 2024.Abstract Despite the growing interest in researching English language teacher educators' (ELTEs) pedagogy, knowledge base, beliefs, and identity development, there is a lack of comprehensive frameworks that encompass these aspects holistically. This study attempts to develop a professional development profile for English language teacher educators by ...
Ufuk Ataş, Ayşegül Daloğlu
wiley +1 more source
GENDER-BASED ON STAIN OF WATAMPONE LECTURERS PERFORMANCE IN THE EFL CLASS
Al-Qalam, 2016 The concept of modern teachers and the development of ideas such as 'professionalism teacher" historically is genderized and more often reflects the paradigm of political theory or patrilinialism.
Aschawir Ali
doaj +1 more source