Teaching Expertise: Approaches, Perspectives, and Characterizations

Tsui, Abm

doi:10.1017/9781139042710.025

Cited by 36 publications

(13 citation statements)

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“…However, following the existing research evidence (e.g. Borg, 2003, 2013; Borg & Burns, 2009; Tsui, 2003) this study assumes that teacher cognition and beliefs are central to shaping teachers’ instructional decisions and practice. More importantly, the literature on teacher research engagement has shown that the engagement has the potential to play a ‘powerful transformative’ (Borg, 2013, p. 6) role in the development of language teachers, and therefore research should be built into PD courses.…”

Section: Discussionmentioning

confidence: 99%

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Making fluency research accessible to second language teachers: The impact of a training intervention

Tavakoli

2020

Language Teaching Research

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The study reported in this article was aimed at investigating whether making the findings of second language fluency research accessible to language teachers has an impact on their self-reported understanding of the concept of oral fluency, confidence in promoting it, and classroom practice in short and medium term. The data come from 106 initial and 32 delayed questionnaires, eliciting both qualitative and quantitative data, from second language teachers in England after attending a one-day research-informed and practice-oriented training workshop. The results indicate a positive impact of the intervention on teachers’ understanding of fluency, confidence in helping their learners, and self-reported practice in short term, with the impact being reported 10–12 weeks after the intervention. The findings imply that adopting a narrow perspective to defining and conceptualizing fluency is linked with a more in-depth understanding of fluency and enhanced confidence and ability for using fluency-focused classroom activities.

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Section: Discussionmentioning

confidence: 99%

“…own classroom (Johnson, 1996). Teacher learning and its impact on their practice is an ongoing and dynamic process during which the new learning is subject to various factors including teacher experience, reflection and characteristics of the context (Borg, 2009, 2013; Tsui, 2003).…”

Section: Discussionmentioning

confidence: 99%

Making fluency research accessible to second language teachers: The impact of a training intervention

Tavakoli

2020

Language Teaching Research

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“…With the continuous development of education and education reforms, the competency movement has gradually transferred from the field of enterprise management to the field of education involving studies of competency from educational learning theories to the administrative level. Conceptions of teachers' competency (TC) and good teaching differ from culture to culture (Tsui, 2009). In some cultures, especially that of Asia, a good teacher is to control and directs learners who passively absorb what the teacher lectures.…”

Section: University Teachers' Core Teaching Competenciesmentioning

confidence: 99%

University English Teachers’ Teaching Competencies in China: A Literature Review

Lian

Sihes²

2023

JCT

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University English teachers in China comprise English as a Foreign Language (EFL) teachers for English-major students and College English (CE) teachers for non-English-major students in China. Teaching competencies of university English teachers have powerful effects on student learning and generally have several dimensions. However, there exist different taxonomies for the dimensions of teaching competencies. The purposes of this literature review are to first explore how researchers have defined teaching competency, secondly explore core dimensions of teaching competencies for the three teacher categories: university teachers, EFL teachers, and CE teachers, and finally investigate the differences in the core dimensions of teaching competencies between EFL teachers and CE teachers. Based on the core dimensions of each teacher category in the literature, the study concluded different three-dimension models of teaching competencies for university teachers, EFL teachers, and CE teachers. It found that CE teachers need to have an additional teaching competency in content knowledge related to their students’ disciplines besides all the required competencies for EFL teachers. EFL teachers are recommended to develop their competency in English language knowledge to meet English majors’ higher and intensive language needs. However, for CE teachers, although they don’t have to be as knowledgeable as EFL teachers in the English language, it would be more challenging for them since they are supposed to gain knowledge of students’ discipline which they might not have learned before.

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“…This is a gap the current paper aims to help fill. Adopting a teaching expertise perspective (Johnson, 2005;Tsui, 2009a) and situating our work in the area of teacher cognition (Borg, 2015), we aim to understand and provide evidence for what EAP teachers consider as the expertise in their profession and what opportunities they have to develop professionally. In order to do this, we give voice to EAP practitioners, which has often been missing from research in the field (Ding & Bruce, 2017).…”

Section: Introductionmentioning

confidence: 99%

Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development

Fitzpatrick

Costley

Tavakoli³

2022

Journal of English for Academic Purposes

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Teaching Expertise: Approaches, Perspectives, and Characterizations

Cited by 36 publications

References 0 publications

Making fluency research accessible to second language teachers: The impact of a training intervention

Making fluency research accessible to second language teachers: The impact of a training intervention

University English Teachers’ Teaching Competencies in China: A Literature Review

Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development

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