Teachers’ perceptions of a mentoring cohort model in a program leading to certification to teach English language learners

Murphy, Audrey Figueroa; Haller, Elizabeth; Spiridakis, John

doi:10.1080/13611267.2019.1630997

Cited by 5 publications

(3 citation statements)

References 28 publications

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“…The following table contains the questions asked to the research participants which were adapted from some sources (i.e. Akyeampong, 2017;Hawanti, 2014;Irby, Tong, Lara-Alecio, Guerrero, Guo, Abdelrahman, & Serrano, 2020;Kilinc, 2016;Murphy, Haller, & Spiridakis, 2019). In analyzing the data from the interviews, Widodo (2014) proposed methodological considerations including (a) listening to talking data, (b) shaping talking data, (c) communicating talking data with an interpretative intent, (d) reproducing or (re)constructing talking data, and (e) building data credibility.…”

Section: Methodsmentioning

confidence: 99%

Why Do Themes Matter? The Teachers’ Voices About Thematic Units for Teaching English to Young Learners

Mujahidah

Sabilah

Setyaningrum

2022

ERJEE

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Teaching English to Young Learners (TEYL) in Indonesia has been an intriguing field that there never been ending studies about it. As a locally-tailored school subject that can be local content or elective subject without curriculum guideline, English for Young Learners (EYL) program is carried out in various ways by the primary schools in Indonesia. This present study aims to discover the essential role of implementing thematic model in TEYL. This paper discusses a phenomenological investigation of five EYL teachers who employ thematic units for teaching the pupils in different cities of Indonesia. Graduated from English education department, all participants have been teaching young learners English more than five years and planning their teaching based on their students’ needs by utilizing themes. Using semi-structured interview questions, the teachers were guided to explain their experience in valuing the themes for teaching English thematically, how to incorporating themes into TEYL, and challenges in implementing EYL thematic units. The data were analyzed thematically to get the emerging themes which correspond to this research topic. The results revealed that teaching English thematically is critical for young learners as their English learning scaffolding to achieve language skills and ability to communicate in particular discourse. All participants agreed that their students enjoyed the EYL thematic activities for gaining new knowledge using English despites challenges faced by the teachers in preparing the lessons.

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Section: Methodsmentioning

confidence: 99%

Why Do Themes Matter? The Teachers’ Voices About Thematic Units for Teaching English to Young Learners

Mujahidah

Sabilah

Setyaningrum

2022

ERJEE

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“…Hallaron que los estudiantes tenían percepciones positivas de estos factores y los profesores en servicio, negativas. Similarmente, Murphy et al (2019) y Keiler et al (2020 examinaron las percepciones sobre el acompañamiento recibido y su impacto en la formación de docentes en servicio. Los docentes perciben positivamente el apoyo recibido como parte del acompañamiento y la aplicación práctica de las estrategias aprendidas en su práctica pedagógica.…”

Section: Estudios Previos De La Percepción Sobre El Acompañamiento Pe...unclassified

Percepciones de los formadores sobre el acompañamiento pedagógico

Taveras-Sánchez

López-Yáñez

2023

EPAA

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El acompañamiento pedagógico es un procedimiento de formación del profesorado dirigido a mejorar la enseñanza-aprendizaje mediante el análisis y reflexión sobre la práctica pedagógica. Este artículo persigue analizar las percepciones sobre la práctica de acompañamiento pedagógico de acompañantes de República Dominicana: coordinadores pedagógicos, directores y técnicos. Participaron 340 acompañantes, quienes respondieron un cuestionario autoadministrado validado mediante cuatro modalidades complementarias. Se encontró que los acompañantes tienen una concepción constructivista en las dimensiones analizadas: prácticas pedagógicas, planificación, características y finalidad del acompañamiento. Los resultados mostraron algunas contradicciones y limitaciones conceptuales de los mentores acerca de su impacto en las prácticas pedagógicas y la participación del profesorado en el proceso de acompañamiento. Esto sugiere una formación insuficiente en enseñanza-aprendizaje, formación docente y acompañamiento pedagógico. Como las percepciones pedagógicas de los acompañantes influyen en qué y cómo lo hacen, es indispensable intervenir sobre estas para cambiar las prácticas pedagógicas de acompañamiento inadecuadas, mejorar la formación de los acompañantes y, en consecuencia, la educación. Se sugiere continuar desarrollando programas de formación de mentores, con énfasis en el acompañamiento pedagógico.

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“…Teacher training is an important tool to support the application of ELL appropriate strategies in the classroom. Murphy, Haller and Spiridakis (2019) found that teachers reported significant value in training to support the implementation of ELL specific strategies.…”

Section: Introduce the Problemmentioning

confidence: 99%

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Olds¹,

McCraney²,

Panesar-Aguilar³

et al. 2021

WJE

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In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers perceive those strategies support ELLs’ achievement. Semistructured interviews were conducted with 11 elementary general education teachers. Volunteers were recruited from schools having ELL populations of 30% or more. Interview data were analyzed by using open and a priori codes and thematic analysis. The findings indicated that participants used familiar instructional strategies and consistently applied them for the whole class. Additionally, participants perceived ELLs’ academic confidence and connecting concepts with their primary language as important to academic achievement. This study contributes to positive social change through a deeper understanding of the ELL instructional strategies that may benefit elementary teachers and stakeholders.

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Teachers’ perceptions of a mentoring cohort model in a program leading to certification to teach English language learners

Cited by 5 publications

References 28 publications

Why Do Themes Matter? The Teachers’ Voices About Thematic Units for Teaching English to Young Learners

Why Do Themes Matter? The Teachers’ Voices About Thematic Units for Teaching English to Young Learners

Percepciones de los formadores sobre el acompañamiento pedagógico

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

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