scholarly journals English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects

2020 ◽  
Vol 22 (1) ◽  
pp. 109-122 ◽  
Author(s):  
Wilson Hernández Varona ◽  
Daniel Felipe Gutiérrez Álvarez
Keyword(s):  
Focus Group ◽  
Narrative Inquiry ◽  
Student Teachers ◽  
English Language ◽  
Public University ◽  
Focus Group Interviews ◽  
Community Based ◽  
Language Teacher ◽  
Group Interviews ◽  
Journal Entries

This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.

Being “adopted” into a teaching community

2017 ◽  
Vol 6 (3) ◽  
pp. 228-241 ◽  
Author(s):  
Erinn Bentley ◽  
Madison Workman ◽  
Alex Overby
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Mentoring Relationships ◽  
Field Placement ◽  
Focus Group Interviews ◽  
Content Type ◽  
Group Interviews ◽  
The Impact

Purpose In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants. Design/methodology/approach This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers. Findings Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.” Originality/value In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.

scholarly journals A community arts programme for older people: an evaluation

2016 ◽  
Vol 20 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Theodore Stickley ◽  
Ada Hui ◽  
Gary Souter ◽  
Danielle Mills
Keyword(s):  
Focus Group ◽  
Older People ◽  
Design Methodology ◽  
Community Arts ◽  
Focus Group Interviews ◽  
Community Based ◽  
Content Type ◽  
Social Stereotypes ◽  
The Arts ◽  
Group Interviews

Purpose – The purpose of this paper is to present an evaluation of a community-based arts programme for older people in Nottinghamshire. Design/methodology/approach – The evaluation was conducted using a combination of pre- and post-initiative quantitative questionnaires and qualitative focus group interviews. This paper focuses upon the findings from the focus groups. Findings – Participants reported feeling more positively about ageing and being more motivated to pursue new opportunities at the end of the programme. Five themes emerged from the focus group interviews, namely age and ageing, the finished product, new opportunities, aspirations and the future and personal benefits. These related to increased confidence, having greater creative expression, meaningful occupation and opportunities for socialisation. Social implications – The programme was found to be successful in helping individuals feel more positive about their age, to feel more confident and motivated, to engage with others through mutual creativity, as well as to challenge negative social stereotypes of older people. Originality/value – The paper will be of relevance and value to those working with older people and those with an interest in the arts. This evaluation demonstrates the diversity of the older population with older citizen’s voices being at the heart of the programme.

“Yeah, We Serve Alcohol, but . . . We Are Here to Help”: A Qualitative Analysis of Bar Staff’s Perceptions of Sexual Violence

2016 ◽  
Vol 31 (4) ◽  
pp. 692-707 ◽  
Author(s):  
Ráchael A. Powers ◽  
Jennifer Leili
Keyword(s):  
Focus Group ◽  
Sexual Harassment ◽  
Qualitative Analysis ◽  
Sexual Violence ◽  
Service Provider ◽  
Bystander Intervention ◽  
Exploratory Analysis ◽  
Focus Group Interviews ◽  
Community Based ◽  
Group Interviews

This study is an exploratory analysis of how bar staff perceive their role in preventing sexual harassment and assault. In particular, through qualitative focus group interviews, this study explores bar staff’s attitudes surrounding sexual harassment/assault, how they currently handle these situations, and their opinions regarding programs and policies that currently mandate responsibility. Six major themes emerged including their hesitation to discuss sexual violence, their unique position as a service provider, their lack of knowledge (but eagerness to learn), and their reliance on stereotypical scenarios of sexual violence and interventions. These findings are situated in a framework for understanding barriers to bystander intervention and implications for community-based bystander programs are discussed.

scholarly journals The Role of Systemic Functional Grammar in the Expansion of Nominal Groups

2019 ◽  
Vol 21 (2) ◽  
pp. 97-112
Author(s):  
María Claudia Nieto-Cruz
Keyword(s):  
Student Teachers ◽  
Professional Practice ◽  
English Language ◽  
Public University ◽  
Functional Grammar ◽  
Language Teacher ◽  
Systemic Functional Grammar ◽  
Cognitive Framework ◽  
Nominal Groups

This study presents the expansion of nominal groups in a systemic functional grammar class of an English language teacher program in 2016 at a Colombian public university. The participants were six student teachers. Nominal groups were first considered in a document written by the students before being exposed to the principles of systemic functional grammar and then in a revised version after the exposure to it. The study shows initial improvements in the enlargement of nominal groups between the two written productions and provides insights into the enormous potential for structural and meaningful expansion and the complexity of nominal groups. The gained awareness may become a cognitive framework for students to produce complex nominal groups in academic productions demanded in their studies and in the exercise of their professional practice.

scholarly journals LANGUAGE CAMP IN MALAYSIA: ASNAF STUDENTS’ NEEDS AND PERCEPTION

2019 ◽  
Vol 7 (2) ◽  
pp. 287-295
Author(s):  
Nur Yasmin Khairani Binti Zakaria ◽  
Maslawati Mohamad ◽  
Fazilah Idris
Keyword(s):  
Focus Group ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning Context ◽  
Focus Group Interviews ◽  
Depth Analysis ◽  
Group Interviews ◽  
Addie Model

Purpose of the study: This study aims to identify Asnaf students’ needs in language learning and their perception of the implementation of the language camp module that had been developed by researchers using the ADDIE model Methodology: In-depth analysis of focus group interviews with Asnaf students was conducted, and the data obtained were analysed thematically according to several categories Main Findings and Novelty: The findings of this study revealed that students believed that their anxiety was lowered when they were given the opportunity to cooperate with their friends in a fully immersive and fun English language learning context Applications of this study: The modules and the findings of this study could be used by any English language educators to conduct English language camps especially to Asnaf children who stay in charity homes.

scholarly journals EFL Students’ perceptions on Gender Stereotypes through their Narratives

2020 ◽  
Vol 21 ◽  
pp. 141-166
Author(s):  
Jhonatan Vásquez-Guarnizo ◽  
Maribel Chía-Ríos ◽  
Mairon Felipe Tobar-Gómez
Keyword(s):  
Focus Group ◽  
Gender Stereotypes ◽  
Public University ◽  
Foreign Languages ◽  
Focus Group Interviews ◽  
Efl Students ◽  
Field Notes ◽  
Group Interviews ◽  
Student's Perceptions

This article reports a case study conducted with twelve students from the Modern/Foreign Languages program at a public university in Colombia. It sought to unveil EFL Student’s perceptions on Gender Stereotypes through three different moments. At first, students expressed their thoughts after being exposed to a film. Then, their point of views were heard through the exposure of some before/now photographs; and lastly, they provided their insights through their own artwork. Data was gathered through focus group interviews, field notes and students’ artifacts. Findings showed that students’ perceptions on gender stereotypes differ from their past generations and the way they see their future have made their minds change over the time.

scholarly journals The Effect of Research Evidence-Based Teaching Practices in Science Classrooms on Student Teachers' Attitudes towards Educational Research

2021 ◽  
Vol 4 (4) ◽  
pp. 316-326
Author(s):  
Nail Ilhan
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Educational Research ◽  
Research Evidence ◽  
Control Group ◽  
Evidence Based ◽  
Focus Group Interviews ◽  
Evidence Based Practices ◽  
Group Interviews ◽  
Experimental Group

Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research. Mixed methods research design was used in this study. The study was conducted through Quasi-experimental methods and focus group interviews. The data were collected with the "Teachers Attitude Scale towards Educational Research (TASTER)" and focus group interviews. Participants of the study included 106 third-year undergraduate student teachers. The experimental group applied EBPST during their teaching, while the control group applied existing traditional teaching at primary schools. The Quantitative findings showed that student teachers in the experimental group had significantly increased positive attitudes towards educational research when compared with student teachers in the control group. In addition, qualitative findings revealed that several factors negatively and positively influence the understanding and use of educational research for student teachers on the applicability of EBPST. Considering the results of this study, student teachers' EBPST effect on improving their attitudes, understanding, and the use of educational research in teaching.

scholarly journals International EFL/ESL Master Students’ Adaptation Strategies for Academic Writing Practices at Tertiary Level

2018 ◽  
Vol 7 (3) ◽  
pp. 620-643
Author(s):  
Manjet Kaur Mehar Singh
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Academic Writing ◽  
English Language ◽  
Adaptation Strategies ◽  
International Graduate Students ◽  
Focus Group Interviews ◽  
Writing Practices ◽  
International Graduate ◽  
Group Interviews

The present research provides insights into the different forms of adaptation strategies employed by international graduate students to overcome the challenges faced in the academic writing practices and gain access to their disciplinary communities of practice at Master’s level. Qualitative data was collected through semi-structured in-depth focus group interviews. Respondents were 70 international graduate students enrolled in various Master-level programs. Semi-structured focus group interviews allowed the international graduate students to share their own experiences in the employment of suitable adaptation strategies to overcome the challenges faced in their academic writing practices in the Master programs. The adaptation strategies employed include enhancing their English language proficiency, referring to non-formal advisory services, and improving their academic writing style.

scholarly journals Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar

2021 ◽  
Author(s):  
Ei Phyu Chaw ◽  
Erika Kopp
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Focus Group Interviews ◽  
Doctoral Research ◽  
Pre Service Teacher Education ◽  
Group Interviews ◽  
Pre Service Teacher

Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

scholarly journals Critical thinking development by using the implicit content of songs

2019 ◽  
Vol 11 (1) ◽  
pp. 13-32
Author(s):  
Daniel Antonio Arias Casas
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Learning Process ◽  
Development Process ◽  
Public University ◽  
Focus Group Interviews ◽  
Video Recordings ◽  
Thinking Process ◽  
Group Interviews ◽  
Set Up

This study aimed to reveal the critical thinking development process of third English level students at a Languages Institute in a public University in Colombia when using the implicit content of songs through problem-based activities. A set of problem-based activities became the mechanism to achieve the prime goal of this study. The instruments from which the data was collected were video-recordings, focus group interviews and students’ artifacts. The findings revealed three main aspects according to the purpose of the research: the teacher must set up appropriate conditions to engage students in a critical thinking process, the participants’ critical thinking process can vary according to the different perspectives and activities implemented in the classroom and songs in university contexts can be used purposefully to activate thinking in the learning process.

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