The Role of Classroom Observation in Pre-Service English Teachers’ Understanding of the Teaching Profession

Noguera, Joana Salazar

doi:10.30827/digibug.54068

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

2018

DOI: 10.30827/digibug.54068

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The Role of Classroom Observation in Pre-Service English Teachers’ Understanding of the Teaching Profession

Joana Salazar Noguera¹

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Cited by 3 publications

References 36 publications

(29 reference statements)

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Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

Ogbonnaya

2024

EUROPEAN J ED RES

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<p style="text-align:justify">Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM.</p>

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Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

Ogbonnaya

2024

EUROPEAN J ED RES

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Training attitudes of primary school foreign language teachers

Zayas-Martínez,

Estrada-Chichón,

Segura-Caballero

2024

Language Learning in Higher Education

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Schooling practices founded upon the principles of Instructed Second Language Acquisition (ISLA) do not appear to have attained widespread adoption among teachers, consequently hindering the implementation of didactic measures that foster foreign language acquisition. These measures are closely entwined with the classroom climate, wherein the fundamental element often hinges upon the attitude of the teacher. For the most part, foreign language teachers are better equipped to embrace this attitude after having personally experienced it as learners themselves. To explore this matter further, the present study adopts a mixed-methods research design to gather insights from participants (n = 74) who attended the Didactics of Foreign Language in Primary Education – German course within the Bachelor Degree in Primary Education at the University of Cádiz (Spain) during the last nine editions; that is, from 2014/15 to 2022/23. The research findings reveal a near-unanimous consensus among all participants, regardless of nationality, teaching experience, or age, on the influential role of a classroom climate in shaping their teaching attitude. Based on the results, pre-service foreign language teachers must be allowed to acquaint themselves with effective didactic measures, together with a well-defined classroom climate wherein the significance of teaching attitude is accordingly recognized as one of the most influential factors in motivating learners.

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Economics Teachers’ Topic Specific Pedagogical Content Knowledge Model for teaching Market Dynamics

Ogbonnaya

Mji²,

Mafa-Theledi³

et al. 2020

IJLTER

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The teaching and learning of Market Dynamics (MD) seems to be a challenging topic for teachers and learners. This research aimed to develop an Economics Teachers' Topic Specific Pedagogical Content Knowledge (ET-TSPCK) Model to improve the teaching of MD. Mavhungas' Topic Specific Pedagogical Content Knowledge (TSPCK) model was adapted as the base model to identify Economics Topic Specific Pedagogical Content Knowledge (ETSPCK) components for teaching MD. Using a descriptive case study design, a purposeful sample of two economics teachers of the 10 th and 11 th grades were used for the research. While lesson observations were used as data collection method, data were analyzed using a qualitative data analysis technique, namely thematic analysis. Economics teachers' topic specific knowledge usable for teaching MD were identified and the model "Economics Teachers' Topic Specific Pedagogical Content Knowledge (ET-TSPCK) model" was developed. In addition, it was found that there exists an interrelationship among the ETSPCK components. However, the relationship between the teaching strategies and the components of Curriculum knowledge were not connected and fully developed in the participating teachers. The model provides insights into the implementation of the Curriculum Assessment Policy Statement (CAPS) with reference to the teaching of MD hence, suggesting ways in which the teaching of the topic could be improved.

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The Role of Classroom Observation in Pre-Service English Teachers’ Understanding of the Teaching Profession

Cited by 3 publications

References 36 publications

Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

Training attitudes of primary school foreign language teachers

Economics Teachers’ Topic Specific Pedagogical Content Knowledge Model for teaching Market Dynamics

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