Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration

Barahona, Malba

doi:10.14221/ajte.2017v42n12.9

Cited by 17 publications

(8 citation statements)

References 10 publications

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“…The cornucopia of feedback delivered in language classrooms [52][53][54], for instance, might have sharpened their command of giving feedback. Similarly, group assignments -as in field assignments, collaborative teaching, or syllabus development [55] -may have contributed to teachers' development in cooperation skills. Similarly, the ICT movement promoted by the MOET in the past decade, which aims to further teachers' IT proficiency in language instruction [46,48], could explain the high ratings for IT for oral presentations.…”

Section: Vietnamese High School English As a Foreign Language Teacher...mentioning

confidence: 99%

High-school EFL Teachers’ Action Research: Evidence from Vietnam

Hung

Hoang

2022

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Action research (AR), which involve rigorous cycles of implementing and reflecting on educational changes, brings genuine values to language teaching. However, due to several factors related to school cultures and the teacher-researchers, AR does not always live up to its expectations. Generally, previous studies have steered towards instigating an awareness of AR at the expense of obtaining empirical evidence on competencies and conditions for AR. This study examines teachers’ action research competencies and challenges in doing AR. A questionnaire (70 items, α = 0.809) was administered to 105 EFL teachers in various high schools in Vietnam. Among these participants, eight partook in follow-up semi-structured interviews. Chi-square analysis confirmed that top-rated competencies aligned with the traditional roles of high school English teachers, including giving feedback, using visual aids for presentations, and self-assessment. In contrast, teachers were least sure of their research skills and techniques. Thematic analysis complemented the quantitative data, ascribing the underdeveloped research capacity to a lack of guidelines, motivation, and resources. Consequently, the practice of AR might be improved with the cultivation of a teacher research culture. Other measures to incentivize high school EFL teachers in research engagement are also discussed in this paper.

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Section: Vietnamese High School English As a Foreign Language Teacher...mentioning

confidence: 99%

High-school EFL Teachers’ Action Research: Evidence from Vietnam

Hung

Hoang

2022

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“…To address this issue, the educational system and teachers should assume their responsibility by adopting appropriate attitudes and teaching practices. Starting by recognizing and capitalizing on students' cultural and linguistic backgrounds and the parallel use of the available languages (Cummins, 2015), teachers may make good use of practices such as differentiated teaching (Carreira & Chik, 2018); collaborative group activities (Barahona, 2017); activities of varying difficulty; continuous feedback; as well as working with verbal and visual aids (Skourtou, 2011). Regarding teachers' choice of practices, further research would be useful.…”

Section: Teachers: Views and Practicesmentioning

confidence: 99%

Distinguishing between Bilingualism and Dyslexia: Views of Secondary School Teachers

Biza

Giannakou

2022

IJLTER

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Bilingual students with a migrant background are often misplaced in specialized education programs intended for students with learning disabilities because of their weaknesses in academic language ability (Hulse & Curran, 2020). The aim of this qualitative research was to explore the views of secondary education teachers in Greece regarding the academic characteristics of their bilingual students with a migrant background in relation to those of dyslexic students. The data collection and analysis took place in 2022. The participants were 71 teachers who answered an open-ended questionnaire, among whom five teachers additionally participated in in-depth qualitative interviews. The study showed that the secondary school teachers were not aware of the bilingual reality in their classrooms and that they hardly recognized their own inadequacy in appropriately distinguishing between bilingual and dyslexic students. Therefore, they seemed to avoid assuming responsibility for ineffectively dealing with the issue and not addressing students’ needs. The study demonstrates the imperative need to make appropriate decisions at the level of teachers’ education and training to adequately support both bilingual students with a migrant background and dyslexic students.

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“…Fjölmargar rannsóknir renna stoðum undir þetta (Beatin og Simons, 2014;Simons o.fl., 2018). Vísa má til rannsókna sem sýna fram á að teymiskennsla í starfsnámi eða vettvangsnámi kennaranema leiði til dýpri ígrundunar og skilnings á námi og kennslu (Barahona, 2017;Burbank og Kauchak, 2003), feli í sér aukinn stuðning við kennaraefnin (Carless, 2006) og leiði til aukins sjálfsöryggis í kennslunni (Havu-Nuutinen o.fl., 2019;Wassell og LaVan, 2009). Um leið skiptir máli að vel sé staðið að undirbúningi kennaraefnanna og teymiskennslu þeirra (Carless, 2006).…”

Section: Samantekt Umraeða Og áLyktanirunclassified

„Það er alltaf þessi faglega samræða“: Innleiðing teymiskennslu í tólf grunnskólum

Sigurgeirsson¹

2021

Netla

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Í þessari grein er gerð grein fyrir niðurstöðum rannsóknar á innleiðingu teymiskennslu í tólf grunnskólum hér á landi á árunum 2016‒2020. Byggt er á rúmlega eitt hundrað viðtölum við kennarateymi, stjórnendur og nemendur sem tekin hafa verið í tengslum við ráðgjöf höfundar um innleiðinguna og mat á stöðu hennar í skólunum. Í viðtölunum var spurt hvernig teymiskennslan gengi, hver hefði verið helsti ávinningur hennar, sem og um helstu áskoranir og hindranir.Teymiskennsla er hér skilgreind sem kennsla þar sem tveir eða fleiri kennarar eru samábyrgir fyrir einum árgangi, aldursblönduðum hópi, námsgrein eða námsgreinum. Kennarar undirbúa sig saman, kenna einnig að einhverju marki saman og vinna saman að mati á námi og kennslu.Viðmælendur töldu helstu kosti teymiskennslunnar vera möguleika á verkaskiptingu. Teymiskennslan var oftar en ekki talin leiða til aukinnar fjölbreytni í kennslu og aukins þors til að prófa mismunandi útfærslur. Þá var sveigjanleiki talinn kostur, meðal annars að geta skipulagt kennslu í misstórum hópum, sem og möguleikar nemenda til að sækja leiðsögn til fleiri en eins kennara. Mat viðmælenda var að forsenda árangursríkrar teymiskennslu væri gagnkvæmt traust og virðing, og lykill að árangri stöðug samræða, sameiginleg ígrundun, lausnaleit og jafningjastuðningur.Helstu hindranir voru tengdar því þegar teymi nær ekki saman og þegar erfitt reynist að finna tíma til samstarfs. Þá er vandi tengdur ósamræmi í stundatöflum kennara og ekki síst óhentugu húsnæði.Þessar niðurstöður eru í samræmi við niðurstöður rannsókna á teymiskennslu sem gerðar hafa verið víða um heim á undanförnum áratugum. Mikill meirihluti rannsókna bendir til þess að teymiskennsla skili meiri ávinningi en þegar kennarar eru einir. Spurt er hvers vegna jafn afdráttarlausar niðurstöður hafi ekki leitt til umfangsmikilla grundvallarbreytinga í skólum í þá átt að fela kennurum oftar sameiginlega ábyrgð á kennslu, í stað þess að þess að ganga út frá því að þeir kenni nemendum einir.

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Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration

Cited by 17 publications

References 10 publications

High-school EFL Teachers’ Action Research: Evidence from Vietnam

High-school EFL Teachers’ Action Research: Evidence from Vietnam

Distinguishing between Bilingualism and Dyslexia: Views of Secondary School Teachers

„Það er alltaf þessi faglega samræða“: Innleiðing teymiskennslu í tólf grunnskólum

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