Exploring educational taboos through school movies. A rhetorical analysis of student-teachers' reflections

Using Stronge Teacher Evaluation System to Assess the Effectiveness Level of Mr. Brown as an EFL Teacher in the Mind Your Language TV Show: An Attempt to Validate a Reflective Tool to Train Preservice EFL Teachers

“…Such reflections will empower a preservice teacher to develop their intellect and learn autonomously to unravel the effective approach to teaching EFL learners. Furthermore, this Show can trigger reflection regarding the education myth (Van Beveren et al, 2018). For example, a debate on teachers' gender staminality to work in a harsh condition was mentioned in the Show.…”

“…Tan (2006) found that films help students to reflect on their personal beliefs and assumptions, solve their personal and professional obstacles and apply the implications to the local context, then meet their students' specific educational needs, and finally, review and change personal instructional goals, methods, and resources. A study design to help studentteachers to reflect on their complex and sensitive aspect of teacher identity involves identifying educational taboos in Half Nelson and All Things Fair (Van Beveren et al, 2018). The result shows that the rhetorical perspective adopted as a methodological approach helps students to identify and understand the complex and sensitive aspects that affect teaching and teachers' identities.…”

Can an intercultural rhetoric intervention improve academic performance? An exploratory study using Korean (EFL) students

“…Several motivations exist to perform empirical tests to compare the academic performance of students that receive an IR intervention and those who do not. First, the majority of rhetorical studies capture the rhetorical conventions of teachers (Van Beveren et al, 2018). To the best of our knowledge we are one of the very first to specifically capture whether developing a student's appreciation of intercultural rhetoric can improve a student's academic performance based on rubrics including 'task achievement ', 'coherence and cohesion', 'voice' (critical thinking) and 'word choice / lexical resources' and 'grammar range and accuracy' in a business content class.…”