Moving between worlds: Teaching-based PhD identities from an ecological perspective

Mercer, Sarah; Glatz, Martin; Glettler, Christiana; Lämmerer, Anita; Mairitsch, Astrid; Puntschuh, Silke; Seidl, Eva; Težak, Katja; Turker, Sabrina

doi:10.1556/2059.01.2016.002

Cited by 2 publications

(2 citation statements)

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“…Kwakman (2003) differentiates between teachers' learning and professional development stating that not all learning results in professional development. Research shows that effective learning resulting in professional development takes place in teachers' daily teaching practice in connection with their concrete tasks, activities, and situations (Bruce, Esmonde, Ross, Dookie, & Beatty, 2010;Caena, 2011;Kwakman, 2003;Mercer et al, 2017;Putnam & Borko, 2000;Runhaar, 2008;Webster-Wright, 2009). Runhaar (2008) "operationalize [s] teacher learning at the workplace as reflection, asking for feedback, innovative behaviour and knowledge sharing" (p. 79).…”

Section: Literature Reviewmentioning

confidence: 99%

Secondary school teachers’ lifelong learning of assessment: Autonomy in developing alternative assessment methods

Barbarics

2019

JALKI

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Assessment plays a major role in teaching and learning processes. According to Hungarian rules and regulations, teachers are obliged to evaluate their students' knowledge, behavior, and diligence in the form of grades on a scale from 1 to 5. In addition, they should also develop students' skills, abilities, knowledge, proficiencies, emotional, and volitional characteristics. Although teachers acquire theoretical knowledge during their university studies on how to develop students through assessment, there are neither guidelines nor output requirements; therefore, the learning process of fulfilling this aim happens in their daily teaching practice, which leads to autonomous, lifelong learning. There have been only a few pieces of research in connection with assessment in Hungary focusing on ways that aim to fulfill roles other than grade giving. This paper aims to explore teachers' views on, motivations for, purposes, and ways of using alternative assessment. For this exploratory study, four semi-structured interviews were conducted, transcribed, and analyzed with the constant comparative method. Purposive sampling was applied in order to explore the views of Hungarian secondary school teachers already using ways of alternative assessment. Findings show that teachers are using alternative assessment methods because they find grading insufficient to fulfill several roles. Moreover, in their opinion, it might even hinder the development of certain skills, as a result of which, they feel the need to learn and innovate in their assessment methods.

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Section: Literature Reviewmentioning

confidence: 99%

Secondary school teachers’ lifelong learning of assessment: Autonomy in developing alternative assessment methods

Barbarics

2019

JALKI

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“…This choice was also guided by the fact that a majority of organizations today are knowledge organizations (Kálmán, 2015a(Kálmán, , 2016a that are aware of the necessity of lifelong learning, which they promote by continuously training their employees. In addition, I was also driven by the recent resurgence of scholarly interest in the teacher's role in L2 motivation research (Csizér, 2018(Csizér, , 2019Dewaele, Gkonou, & Mercer, 2018;Kálmán, 2018;Lamb, 2017;Mercer et al, 2017;Smid, 2018) with a view to finding out what role the teacher plays in enhancing motivation by fostering L2 autonomy in the context investigated. This paper synthesizes the findings of previous studies (Kálmán, 2015a(Kálmán, , 2015b(Kálmán, , 2016b(Kálmán, , 2018 conducted in corporate environments and focuses on the role of context-and teacher-generated autonomy on L2 motivation.…”

Section: Introductionmentioning

confidence: 99%

Human resource policy makers’, teachers’, and adult learners’ views on the impact of context- and teacher-generated autonomy on adult learners’ L2 motivation: Interview studies in Hungarian corporate contexts

Kálmán

2019

JALKI

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Although the indisputable importance of autonomy, partly due to its motivating capacity, is firmly anchored both in the theory of second-language acquisition and adult education at large, the cross section of the two fields, that is the autonomy of adult language learners, has received little attention in the literature. If we focus on the autonomy of adult language learners in corporate contexts, empirical studies are practically non-existent. This paper fills this niche by synthesizing the findings of 4 interview studies conducted in 18 organizations in Hungary. In this study, 19 human resource policy makers, 18 second-language (L2) teachers, and 21 adult learners were interviewed using a semistructured interview guide to explore how corporate contexts and their language teachers fostered autonomous language learning and how it affected adult learners' L2 motivation. Results show that while these contexts promote autonomy through their ongoing organic development, teachers foster it by being responsive to learners' needs, and by providing choices to learners on the basis of which tailor-made teaching is made feasible.

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Moving between worlds: Teaching-based PhD identities from an ecological perspective

Cited by 2 publications

References 10 publications

Secondary school teachers’ lifelong learning of assessment: Autonomy in developing alternative assessment methods

Secondary school teachers’ lifelong learning of assessment: Autonomy in developing alternative assessment methods

Human resource policy makers’, teachers’, and adult learners’ views on the impact of context- and teacher-generated autonomy on adult learners’ L2 motivation: Interview studies in Hungarian corporate contexts

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