Implementing innovation in primary EFL: a case study in Greece

Karavas, Evdokia

doi:10.1093/elt/ccu019

Cited by 15 publications

(9 citation statements)

References 6 publications

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“…Therefore, it is essential that teachers are specifically trained to TEYL. The lack of appropriately qualified teachers has become one of the major issues in several countries where English classes have been included in early years of primary education such as Croatia, Netherlands, Italy (Enever, 2014), Mexico (Sayer & Ban, 2014), China (Jin et al, 2014), Greece (Karavas, 2014), Taiwan (Cheng, 2015), and Turkey (Gürsoy, Korkmaz, & Damar, 2013).…”

Section: Introductionmentioning

confidence: 99%

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

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ABSTRACT. This study investigated pre-service and in-service English teachers' efficacy beliefs about teaching English at primary schools in Turkey by revealing the teaching aspects that they felt most and least efficacious. The study also attempted to understand pre-service teachers' views about the effectiveness of pre-service teacher education and explore which major problems in-service teachers encountered while teaching English at primary schools. The quantitative and qualitative data were collected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative and qualitative data were analysed using descriptive statistics and content analysis, respectively. According to the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects: while they reported feeling most efficacious in 'using visual materials', 'giving simple instructions', and 'using gestures, facial expressions and body language effectively', they reported feeling least efficacious in 'using mainly kinaesthetic activities', 'managing class time effectively', and 'knowing how each language skill can be developed'. Pre-service teachers agreed that the 'teaching practicum' was the most ineffective aspect of the programme, followed by 'lack of practice-based courses', 'inadequate number of teaching English to young learners courses', and 'language courses'. In-service teachers reported having problems because of 'limited class hours', 'poor textbooks', 'lack of technological resources', 'lack of learner preparedness', 'lack of learner motivation', and 'large classes'. In the light of these findings, implications were generated to improve the effectiveness of pre-service and in-service teacher education, which could increase the quality of education for English language students at primary schools.

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Section: Introductionmentioning

confidence: 99%

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

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“…Anak-anak memiliki beberapa aspek yang perlu dikembangkan sejak usia dini, salah satunya adalah aspek bahasa, menurut Obiweluozo & Melefa bahasa merupakan sarana yang esensial dalam kehiduapan seseorang (Karavas, 2014). Sedangkan menurut Otto bahasa merupakan cara untuk mengkoneksikan sebuah ppesan dan informasi kepada orang lain, sehingga terjadilah sebuah komunikasi (Otto, 2015).…”

Section: Pendahuluanunclassified

Peran Bahan Ajar dalam Pengenalan Bahasa Inggris pada Anak Usia Dini

Ulya

Naimah²

2022

J. Obs. J. Pendidik. Anak Usia Dini

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Bahasa Inggris memilki peran esensial pada era globalisasi sebagai kompetensi untuk pengembangan kepercayaan diri untuk bersaing di dunia internasional. Mengimplementasikan bahan ajar dalam proses pengenalan bahasa Inggris memberikan dampak positif bagi para pendidik dan peserta didik. Penelitian ini dilakukan untuk mengetahui bagiamana peran bahan ajar dalam pengenalan bahasa Inggris anak usia dini. Dengan menggunakan metode kualitatif untuk mendeskripsikan sumber data yang didapat dari wawancara, observasi dan dokumentasi, subjek penelitian pada penelitian ini adalah pendidik dan anak anak kelas B TK Among Putro. Teknik pengumpulan data menggunakan observasi langsung, wawancara pendidik dan dokumentasi foto. Dari penelitian ini didapatkan bahwa bahan ajar menjadi motivasi belajar bagi anak dan sumber belajar dan acuan penilaian pendidik dalam pengenalan kosakata bahasa inggris. Maka dari itu, mengembangkan bahan ajar secara khusus dalam sebuah pembelajaran sangat diperlukan bagi para pendidik, agar proses pembelajaran terstimulasi secara optimal.

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“…However, I could find few examples of large-scale language curriculum reform that consistently involved teachers. One that stood out was a reform that introduced English as a foreign language (EFL) in primary grades 1 and 2 in Greece (Dendrinos, 2013, 2015; Karavas, 2014; Karavas & Papadopoulou, 2014). It required new thinking and skills from teachers and involved them from the outset of the reform.…”

Section: Turning the Fallacies On Their Headsmentioning

confidence: 99%

“…Unlike most reforms that start by ignoring teachers or making assumptions about what they can or cannot do, this reform started with ‘a national survey documenting the needs and characteristics of teachers, learners, and school units’ (Karavas, 2014, p. 245). The survey found that most teachers in the project, although specialist language teachers, were not familiar with methodology for teaching English to young learners.…”

Section: Turning the Fallacies On Their Headsmentioning

confidence: 99%

Mind the gap: A tale of two curriculum fallacies

Graves

2021

Lang. Teach.

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Throughout my professional life, I have been interested in the relationship between teachers and curriculum. As someone who has taught languages, educated teachers, and developed curriculum and materials, I have been puzzled by the separation of curriculum and teaching. In the US, this separation is encapsulated in the phrase ‘curriculum and instruction’, where they are seen as separate domains of research and responsibility (Doyle, 1992; Kaplan & Owings, 2015). Indeed, as a teacher educator, I would often hear the refrain from teachers, ‘I know how to plan a good lesson, but I'm not sure what the big picture is. How do the lessons fit together as a whole?’ I interpreted this to mean that they did not have a sense of the overall curricular structure and aims for their students’ learning. As a materials and curriculum developer, I saw my responsibility as providing a map for teachers that would show how the parts added up to a sensible whole.

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Implementing innovation in primary EFL: a case study in Greece

Cited by 15 publications

References 6 publications

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Peran Bahan Ajar dalam Pengenalan Bahasa Inggris pada Anak Usia Dini

Mind the gap: A tale of two curriculum fallacies

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