This paper reports on the results of an embedded, multiple case study that investigated the views of both lecturers and students on written staff-student feedback in three postgraduate programmes at one UK university. The study sought to uncover how 'quality written feedback' is perceived in the higher education environment under investigation. It found that tutors and students were broadly aligned in the features that they identified as constituting quality, which could be categorised within three dimensions: the affective or interpersonal, the orientational and the transformational. The findings suggest that feedback needs to incorporate each of these dimensions if it is to be perceived as being of good quality.
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Mobile technology in second language classrooms: Insights into its uses, pedagogical 1 implications, and teacher beliefs.
Abstract 12Adopting a multiple-case, multiple-method design, this study investigates mobile technology 13 use in the practices of three experienced second language teachers. The findings, based on an 14 analysis of the teachers' rationales, stated beliefs and classroom actions, show that the 15 teachers tend to prohibit or reluctantly tolerate mobile device usage, while they recognise 16 some of its potential benefits to support their teaching and student learning. They also 17 highlight the incentives and barriers which respectively facilitate and hinder the integration of 18 mobile technology, including factors which are internal (e.g., beliefs) and external (e.g., 19contextual constraints) to the teachers. Implications for classroom practice and teacher 20 education are drawn. 21
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Keywords 23Mobile technology integration, second language teaching, teacher beliefs, teacher education 24 25 26
Language teacher cognition research has deepened our understandings of the pedagogical decisions L2 teachers make and of how these are influenced by a range of psychological, socio-cultural, and environmental factors. Building on this tradition of work, this paper examines the interactions between cognitions and context in the grammar teaching practices of two experienced secondary school teachers of English in Argentina. The primary data came from classroom observations and post-lesson stimulated recall interviews in which the teachers provided the rationale for their grammar explanations. Further data were collected through semi-structured interviews. The findings highlight not only the array of instructional strategies employed by the teachers in their explanations but also the diverse and interacting range of pedagogical concerns which informed the choice of these strategies. The results also show evidence of the influence on teachers' pedagogical decisions of their perceptions of the context in which they worked. The findings shed light on the nature of L2 teachers' grammarrelated pedagogical content knowledge. The qualitative accounts of teachers' classroom practices and of their rationales also constitute material which can be productively used in language teacher development contexts.
This is a repository copy of The role of experienced teachers in the development of pre-service language teachers' professional identity: Revisiting school memories and constructing future teacher selves.
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