Fostering volunteer ESL teacher identity through reflection on apprenticeship of observation

Vinogradova, Polina; Ross, Erin Haskell

doi:10.1002/tesj.480

Cited by 5 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers' beliefs can be influenced by their learning experiences (Brown & Melear, 2006). Vinogradova and Ross's (2019) study demonstrates that the images that pre-service teachers had of their teachers during their years of language learning could have had an impact on their beliefs. Mansour (2008) classifies teachers' formal education as formal experiences, while their every-day life contacts are informal experiences.…”

Section: Teachers' Beliefsmentioning

confidence: 94%

The Impact of Religious Beliefs Among Acehnese Efl Pre-Service Teachers

Rahmi

2023

Dedikasi

View full text Add to dashboard Cite

It is well known that the belief systems of teachers have a considerable impact on teaching. In the end, teachers' beliefs—which also affect their consciousness, teaching attitude, teaching methods, and teaching policies—have an impact on students' development (Shinde & Karekatti, 2012). Although there has been extensive research on teachers' beliefs, there has not been much done explicitly on teachers' or pre-service teachers' religious beliefs. Therefore, this study sought to understand the significance of religious beliefs in Aceh's EFL pre-service teachers' lives. Five pre-service teachers from an English Language Education Department at one of the Islamic universities in Aceh provided the data in the form of reflective journals and interviews. Using codes and themes, the collected data underwent a qualitative analysis. The results showed that religion had an impact on pre-service teachers in five areas, including going through a tough period, participating in religious activities, interacting with others, seeking knowledge, and considering their future careers.

show abstract

Section: Teachers' Beliefsmentioning

confidence: 94%

The Impact of Religious Beliefs Among Acehnese Efl Pre-Service Teachers

Rahmi

2023

Dedikasi

View full text Add to dashboard Cite

show abstract

“…In some circumstances, checklists can be used in combination with other techniques to maximize their effectiveness. Richards and Lockhart (1992) also suggest several ways to record information during PO: timed samples, (noting down the specific behavior at the specified time), coding form (checking a set of coded categories of classroom behaviors), descriptive narrative-broad (summarizing major events occurring in class) and descriptive narrative-narrow (listing particular aspects of a lesson). Furthermore, recording the observation process should be taken into consideration because the observers are not able to memorize all details of the class observation.…”

Section: Classroom Observationmentioning

confidence: 99%

EFL teachers’ experiences of peer observation in Vietnamese academic institutions

Nhung

Nguyen²

2023

HCMCOUJS - SOCIAL SCIENCES

View full text Add to dashboard Cite

Peer observation (PO) is considered as a useful tool to enhance teachers’ professional development. Limited research on how PO is carried out in Vietnamese higher institutions and how teachers experience PO in their educational contexts. This study investigates the experiences of PO among Vietnamese EFL teachers and their perceptions of benefits and challenges of PO. The study employed qualitative research method to collect data. Survey questionnaires were completed online by 22 EFL teachers working in different universities and colleges in Ho Chi Minh. The findings show that teachers’ perceptions and experiences of PO varied among academic institutions. The purposes of PO were different among different educational settings. PO sessions tend to focus more on evaluation purposes than on professional development purposes which aim to improve teaching performance of EFL teachers. Also, the procedures of implementing PO were not unanimous among institutions. The findings have several implications for stakeholders to reflect on the current practices of PO in their respective academic institutions with a view to improve the quality of this professional development tool.

show abstract

“…Based on the idea of apprenticeship of observation , learning to teach and conceptualizing teacher roles are argued to have roots in memories of “thousands of hours as schoolchildren observing and evaluating professionals in action” (Borg, 2004, p. 274). English teachers' reflection on their language learning experiences has been found to facilitate more profound understanding of their roles as teachers (Rosas‐Maldonado, Durán‐Castro, & Martin, 2021; Vinogradova & Ross, 2019). Apprenticeship of observation, however, has not always been viewed as smoothly feeding the teaching practice, as it might need to be mitigated in the process of teacher preparation (Gray, 2020).…”

Section: The Making Of a Language Teachermentioning

confidence: 99%

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

View full text Add to dashboard Cite

Although critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

show abstract

Fostering volunteer ESL teacher identity through reflection on apprenticeship of observation

Cited by 5 publications

References 12 publications

The Impact of Religious Beliefs Among Acehnese Efl Pre-Service Teachers

The Impact of Religious Beliefs Among Acehnese Efl Pre-Service Teachers

EFL teachers’ experiences of peer observation in Vietnamese academic institutions

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Contact Info

Product

Resources

About