This study explores teacher trainers’ readiness and practices of critical thinking in the EFL classroom. A case study approach was set out to understand this phenomenon in depth, supported by a questionnaire to collect data. The findings indicated that teacher trainers are aware of the importance of incorporating critical thinking in their classrooms. However, the application of CR in the EFL classroom is still vague to the participants, as most of them did not receive any focused training on CR practice in the EFL classroom. Yet the lack of professional development, a well-rounded curriculum, and large classes are among the major obstacles that may prevent instructors from using this pedagogical element in their instructional practices.
This study intends to explore Moroccan English pre-service teachers’ experience with using cell phones during their internships. Nineteen instructors were picked at random from the Rabat CRMEF (Regional Center for Education and Training Professions). Interviews were conducted with all nineteen participants. The results displayed that trainees’ preconception on the complexity of using smartphones may affect their tendency on employing this mobile tool as an instructional medium. The findings also revealed that pre-service teachers are not ready to integrate smartphones in EFL classrooms due to the lack of ICT training, distractions that smartphones bring about, and schools’ policies banning the use of this gadget.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0029/a.php" alt="Hit counter" /></p>
The evaluation of the quality of self-paced online TESOL courses is critical for students to determine whether the course is effective and meets their learning needs. The global COVID-19 crisis necessitated the adoption of an urgent learning intervention represented in online education in general and online self-paced learning in particular. The study aimed to examine students' perceptions of the TESOL online course design, delivery, content, and assessment, and the use of technology in enhancing their learning experience. The research used questionnaires and interviews to understand the participants' perceptions towards this modality of education. Overall, students' evaluation of the quality of online self-paced courses revealed that participants generally had positive opinions about this mode of learning. However, some students expressed concerns, especially about the lack of interaction with instructors and peers, the delay in feedback and the need for self-discipline to stay on track. The study highlights the importance of considering the learners' perspectives when designing and delivering online TESOL courses and highlights the need to boost the interactive elements of the course and the quality of the supporting materials.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0095/a.php" alt="Hit counter" /></p>
Teacher leadership has become an important aspect of the modern education system. Teacher leadership involves teachers assuming leadership roles and responsibilities, with the aim to drive improvement and positively impact student’s learning outcomes. Effective teacher leaders possess a combination of instructional expertise, collaboration skills, vision and initiative, communication ability, adaptability, advocacy, and ethical and professional dispositions. This qualitative study aims at examining teachers’ trainees’ perspective on teacher leadership. The study employed online semi-structured interviews of 37 teacher trainees from three teacher colleges in Morocco. The findings indicated that though most participants could not define teacher leadership in a broader manner, they are still super-conscious that teacher attitude is the most influential factor in teacher leadership practice. Regardless of those lopsided findings, there is a need for further investment in this field as teacher leadership is becoming increasingly important for teachers to contribute to driving change and making a positive impact on the education system as a whole.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0059/a.php" alt="Hit counter" /></p>
Despite the high prevalence of co-teaching in EFL classes around the globe because of its numerous advantages, it is noticed that its implementation is below the expectation in the Moroccan context because of various reasons. This article’s fundamental objectives are twofold: It investigates the successful implementation of this approach from teacher trainers’ perspectives and the appropriate model that can be applied smoothly and successfully in the Moroccan EFL context. An online questionnaire is used to collect data about teacher trainers’ attitudes toward the suitable model that can be applied in the Moroccan English classes. The preliminary results of this article unveil that teacher trainers have a positive attitude toward the implementation of co-teaching. Nonetheless, there are some individual, psychological, and institutional constraints that impede its implementation. Therefore, getting rid of individual culture and encouraging the habit of co-operating among pupils along with recruiting more professional teacher trainers to raise teachers’ trainees and experienced teachers’ awareness of the importance of this approach are the most effective solution to apply it successfully in Moroccan EFL classrooms.
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