The Moral Dimension of English Language Teaching: Exploring the Collaborative Reflections of Two In-Service University Instructors

Briggs, Neil; Kim, Yunjin

doi:10.1007/s42321-020-00051-5

Cited by 2 publications

(1 citation statement)

References 29 publications

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“…A number of scholars have identified a moral or ethical dimension of agency (Paris & Lung, 2008;Turnbull, 2005), holding that an individual's beliefs and values about right and wrong are foundational in agentive action. In particular, moral agency has been found to be a key part of teacher decision making (Briggs & Kim, 2020;Campbell, 2004;Molla & Nolan, 2020). Below, we discuss how moral agency is key in our articulation of agency as an element of teacher change.…”

Section: Teacher Agencymentioning

confidence: 98%

Agency, identity, power: An agentive triad model for teacher action

Sherman

Teemant

2021

Educational Philosophy and Theory

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Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutional roles, authority, and institutional action, producing (or not producing) authentic action. This model draws a distinction between agency and power, and highlights dynamics of equilibrium and discord that may emerge between who teachers are and what they do. The agentive triad model serves as a theoretical tool for guiding or supporting teacher growth and agentive action, and for understanding the dynamics between institutionally legitimized roles and teacher identities.

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Section: Teacher Agencymentioning

confidence: 98%

Agency, identity, power: An agentive triad model for teacher action

Sherman

Teemant

2021

Educational Philosophy and Theory

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Fuzzy comprehensive evaluation model in the evaluation of English teaching quality

Wang,

Yang

2023

IFS

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Evaluating English teaching quality is vital for improving knowledge-based developments through communication for different aged students. Teaching quality assessment relies on the teachers’ and students’ features for constructive progression. With the development of computational intelligence, optimization and machine learning techniques are widely adapted for teaching quality assessment. In this article, a Quality-centric Assessment Model aided by Fuzzy Optimization (QAM-FO) is designed. This optimization approach validates the student-teacher features for a balanced model assessment. The distinguishable features for improving students’ oral and verbal communication from different teaching levels (basic, intermediate, and proficient) are extracted. The extracted features are the crisp input for the fuzzy optimization such that the recurring fuzzification detains the least fit feature. Such features are replaced by the level-based teaching and performance feature that differs from the previous fuzzy input. This replacement is pursued until a maximum recommendable feature (performance/ learning) is identified. The identified feature is applicable for different teaching levels for improving the quality assessment. Therefore, the proposed optimization approach provides different feasible recommendations for teaching improvements.

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The Moral Dimension of English Language Teaching: Exploring the Collaborative Reflections of Two In-Service University Instructors

Cited by 2 publications

References 29 publications

Agency, identity, power: An agentive triad model for teacher action

Agency, identity, power: An agentive triad model for teacher action

Fuzzy comprehensive evaluation model in the evaluation of English teaching quality

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