scholarly journals Continuing Education of English Teachers: Teachers’ Translation of New Knowledge into the Classroom

2021 ◽  
Vol 9 (1) ◽  
pp. 13-27
Author(s):  
Ingebjørg Mellegård
Keyword(s):  
Language Learning ◽  
Continuing Education ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Valuable Contribution ◽  
Primary School Teachers ◽  
First Semester ◽  
New Knowledge ◽  
Education Courses ◽  
Insight Into

This qualitative study seeks to gain deeper insight into how primary school teachers translate new knowledge about language learning into the classroom and how they experience development in their teaching practice through their continuing education course in English. The theoretical framework is rooted in Ertsås and Irgens´ theory on teachers’ learning and professional development (2012). To avoid a dichotomous assumption of theory and practice, Ertsås and Irgens redefine theory as a process, theorising, where teachers gradually take increasingly stronger theory into use in order to reflect on, analyse and reason about their teaching practice. The data were collected from three equivalent English courses in the autumn semesters of 2015, 2016 and 2017. The participants wrote a reflection text towards the end of their first semester in which they reflected on noticeable development in their own teaching practice. This textual documentary material was analysed primarily from an inductive perspective, then coded and categorised. This study finds that the most striking evidence of development noted by teachers falls under the categories: using English more actively in the classroom, turning away from translation and teaching vocabulary – from single words to words in context. These findings are seen as a valuable contribution to the design of continuing education courses in English.  

scholarly journals The Role of Universities of Georgia in Providing Continuing Education Courses of Local Self-Government Public Servants

2020 ◽  
Vol 10 (2) ◽  
pp. 69
Author(s):  
Maka Kordzadze
Keyword(s):  
Continuing Education ◽  
The Self ◽  
Government Reform ◽  
Public Servants ◽  
Knowledge And Skills ◽  
Active Involvement ◽  
Life Long Learning ◽  
New Knowledge ◽  
Education Courses

The present-day rate of development of the society and technologies in any sphere requires from the employee constant raising of qualification and gaining new knowledge and skills – continuous professional development. Life-long learning, continuing education is equally important compared with initial degree education. This leads to the necessity of ensurng continuing education in especially significant areas for the country in which the country’s  leading universities have to be actively involved. Provision of continuing education for local self- government public servants in recent years in the context of the self - government reform gained special actuality in Georgia. The aim of the article is to underline the significant role of universities of Georgia in developing and providing continuing education courses to public servants of local self-government and identifying those measures which will promote active involvement of universities in this process.  

Teacher, Learner and Student-Teacher Identity in TESOL

RELC Journal ◽  
2021 ◽  
pp. 003368822199130
Author(s):  
Jack C Richards
Keyword(s):  
Language Learning ◽  
Teacher Identity ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Approaches To Learning ◽  
Language Teachers ◽  
Theory And Practice ◽  
Learner Identity ◽  
The Impact ◽  
Education Courses

In order to position the notion of identity as more central to theory and practice in TESOL, a survey is presented of how the notion of identity contributes to our understanding of the nature of the teacher self, second language learning and teacher learning in language teaching. Available theory and research is reviewed to illustrate the sources of teacher and learner identity and the multifaceted ways in which aspects of identity shape their approaches to learning and the impact identity can have on beliefs, attitudes, motivation and classroom practices as well as their use of English. Suggestions are given as to how a focus on identity can be included in teacher education courses for language teachers.

scholarly journals The Impact of Error Analysis and Feedback in English Second Language Learning

2021 ◽  
pp. 5-14
Author(s):  
Silvia Sánchez Calderón ◽  
Marina Pacheco Plaza
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching Practice ◽  
First Language ◽  
Written Feedback ◽  
English Second Language ◽  
The Impact ◽  
Insight Into

This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.

scholarly journals Specialization course in Neuroscience applied to education: a report of actions developed in a Physical Exercise and Nervous System Class

2021 ◽  
Vol 10 (11) ◽  
pp. e246101119117
Author(s):  
Caroline Brandão Quines ◽  
Gustavo Dias Ferreira ◽  
Mauren Assis Souza
Keyword(s):  
Nervous System ◽  
Physical Exercise ◽  
Continuing Education ◽  
Physiological Responses ◽  
Positive Outcome ◽  
Mechanisms Of Action ◽  
Physiological Adaptations ◽  
New Knowledge ◽  
The Central Nervous System ◽  
Education Courses

Continuing education courses are important initiatives to facilitate the teacher comprehension about neuroscience. This paper is a report of actions developed in a Physical Exercise and Nervous System class that presented and discussed the physiological responses of physical activity (PA) practice on the Central Nervous System (CNS). The component was offered in two modules. Module I: PA and physiological adaptations; Module II: mechanisms of action of PA on CNS. The students demonstrated excellent engagement in the proposed activities and highlighted the importance of debating about neuroscience applied to Education. We considered a main positive outcome the interest of the students in applying the new knowledge in the schools where they work.

You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Rick De Graaff
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Use ◽  
Teaching Practice ◽  
Task Complexity ◽  
Language Performance ◽  
Linguistic Complexity ◽  
Language Pedagogy ◽  
Instructed Second Language Acquisition ◽  
The One

In this epilogue, I take a teaching practice and teacher education perspective on complexity in Instructed Second Language Acquisition. I take the stance that it is essential to understand if and how linguistic complexity relates to learning challenges, what the implications are for language pedagogy, and how this challenges the role of the teacher. Research shows that differences in task complexity may lead to differences in linguistic complexity in language learners’ speech or writing. Different tasks (e.g. descriptive vs narrative) and different modes (oral vs written) may lead to different types and levels of complexity in language use. On the one hand, this is a challenge for language assessment, as complexity in language performance may be affected by task characteristics. On the other hand, it is an opportunity for language teaching: using a diversity of tasks, modes and text types may evoke and stretch lexically and syntactically complex language use. I maintain that it is essential for teachers to understand that it is at least as important to aim for development in complexity as it is to aim for development in accuracy. Namely, that ‘errors’ in language learning are part of the deal: complex tasks lead to complex language use, including lexical and syntactical errors, but they are a necessary prerequisite for language development.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials

scholarly journals Children's palliative care: examination of a nursing rotation programme

2021 ◽  
Vol 27 (1) ◽  
pp. 20-29
Author(s):  
Lisa Whiting ◽  
Mark Whiting ◽  
Julia Petty ◽  
Michele O'Grady
Keyword(s):  
Palliative Care ◽  
Learning Experience ◽  
Knowledge Exchange ◽  
Comfort Zone ◽  
New Knowledge ◽  
Support Mechanisms ◽  
Hospital Wards ◽  
Competency Assessments ◽  
Insight Into ◽  
Future Plans

Background: An 8-month rotation programme was implemented for five nurses employed in two kinds of children's palliative care environments: hospital wards and hospices. This study reports the views of the nurses completing the rotation. The research drew on appreciative inquiry and involved a pre- and post-rotation interview and questionnaire. Thematic analysis of the interviews revealed seven themes: adjusting to the rotation programme; support mechanisms; being safe; new knowledge and skills; knowledge exchange; misconceptions; future plans. These were supported by the questionnaire findings. Although the nurses identified some frustration at having to undertake competency assessments relating to previously acquired skills, as well as being out of their ‘comfort zone’, all the participants highly recommended the programme. They commented very positively on the support they received and the overall learning experience as well as the new insight into different aspects of care. In addition, they were able to share their newfound knowledge and expertise with others.

scholarly journals Lessons from the study of plant mating systems for exploring the causes and consequences of inbreeding in marine invertebrates

2021 ◽  
Vol 168 (3) ◽  
Author(s):  
Kevin C. Olsen ◽  
Will H. Ryan ◽  
Ellen T. Kosman ◽  
Jose A. Moscoso ◽  
Don R. Levitan ◽  
...  
Keyword(s):  
Mating Systems ◽  
Marine Invertebrates ◽  
Reproductive Traits ◽  
Theory And Practice ◽  
Costs And Benefits ◽  
Life History Variation ◽  
Invertebrate Animals ◽  
Plant Mating Systems ◽  
Critical Insight ◽  
Insight Into

AbstractMany benthic marine invertebrates resemble plants in being modular and either sessile or sedentary, and by relying on an external vector to disperse their gametes. These shared features, along with recent evidence of inbreeding in these taxa, suggest that theory and practice bearing on the evolutionary costs and benefits of inbreeding for plants could advance our understanding of the ecology and evolution of invertebrate animals. We describe how the theory for the evolution of inbreeding and outbreeding could apply to benthic invertebrates, identify and compare techniques used to quantify inbreeding in plants and animals, translate relevant botanical concepts and empirical patterns to their zoological equivalents, and articulate predictions for how inbreeding might be associated with major axes of variation in sessile and sedentary marine invertebrates. The theory of inbreeding and outbreeding provides critical insight into major patterns of life-history variation in plants and holds similar promise as a complementary perspective on the evolution of reproductive traits, lifespan, ecological strategies, and dispersal in marine invertebrates. Extending what we have learned from plants to marine invertebrates promises to broaden the general study of mating systems.

Sign in / Sign up

Export Citation Format

Share Document