Results 21 to 30 of about 1,109 (97)

WebQuests: tecnologias, multiletramentos e a formação do professor de inglês para a era do ciberespaço WebQuests: tecnologies, multiliteracies and the english teacher's professional development for the cyberspace

Revista Brasileira de Linguística Aplicada, 2012
O objetivo principal deste artigo é discutir o papel das tecnologias digitais nas mudanças sociais, econômicas e comunicacionais da era contemporânea. Tais mudanças influenciam diretamente a formação do professor de inglês.
Reinildes Dias
doaj   +3 more sources

The quality enhancement of action research on primary school English instruction in Chinese rural areas: An analysis based on multimodality

Frontiers in Psychology, 2022
This study investigates the influences of action research on primary school English instruction from five dimensions in the classroom, viz., types of questions, language errors, gestures, facial expressions, and interpersonal distance.
Haiyan Zhang, Cunxin Han, Hongyan Ma, Liusheng Wang   +3 more
doaj   +1 more source

The Relationship between Iraqi EFL Teachers’ Professional development and Their Classroom Management

مجلة الآداب, 2022
The present study investigates the relationship between Iraqi EFL teachers’ professional development and their classroom management techniques. A general term that means developing yourself professionally and also improving your classroom management ...
Mohammad Aliakbari, Alaa Mkhelf Hasoon
doaj   +1 more source

WebQuests: tecnologias, multiletramentos e a formação do professor de inglês para a era do ciberespaço

Revista Brasileira de Linguística Aplicada
O objetivo principal deste artigo é discutir o papel das tecnologias digitais nas mudanças sociais, econômicas e comunicacionais da era contemporânea. Tais mudanças influenciam diretamente a formação do professor de inglês.
Reinildes Dias
doaj   +1 more source

Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge

Frontiers in Psychology, 2022
Efforts to improve preservice teacher education have recently focused on developing teachers’ adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), which are critical elements of teacher’s professional ...
Liyan Liu, Anne Li Jiang, Shiyu Yang, Shuo Li   +3 more
doaj   +1 more source

Reflective Teaching: An Approach to Enrich the English Teaching Professional Practice

HOW, 2018
This study provides an overview and exploration of 23 national and international reflective teaching research reports. The purpose of this study is to determine the extent that reflective teaching can become a strategy for language teaching professional
Marian Lissett Olaya Mesa
doaj   +1 more source

ENHANCING EFL TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) COMPETENCE THROUGH REFLECTIVE PRACTICE

TEFLIN Journal, 2021
This study examines how reflective practices can be an effective strategy in enhancing in-service teachers' Technological Pedagogical Content Knowledge (TPACK).
Yunica Rhosiana Sari, Nur Arifah Drajati, Hyo-Jeong So, Sumardi Sumardi   +3 more
doaj   +1 more source

Exploring Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea

Education Sciences
This study presents the findings from a longitudinal case study on a Korean English teacher’s experience of emotional vulnerability and professional development in online teaching.
Jinsil Jang
doaj   +1 more source

English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences

Celt: A Journal of Culture, English Language Teaching & Literature, 2019
This article aims at reporting a result of a small research in Bali about English teachers’ personally-initiated learning (PIL) preferences. The study was done through a small survey involving 156 English teachers and continued with a focus group ...
I.G.A. Lokita Purnamika Utami
doaj   +1 more source

Unveiling Classroom Assessment Literacy: Does Teachers’ Self-Directed Development Play Out?

Education Sciences
Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised ...
Ling Gan, Ricky Lam
doaj   +1 more source