Technology-enhanced teacher development in rural Bangladesh: A critical realist evaluation of the context

Jamil, Golam

doi:10.1016/j.evalprogplan.2018.04.002

Cited by 10 publications

(6 citation statements)

References 25 publications

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“…Hence, the effective implementation of RIT requires the faculty members' adequate understanding of the forms and approaches to RIT, features of RIT environments, and possible impacts of RIT on students' learning journeys. They also need to be critical in evaluating educational contexts as well as academic plans linked to RIT (Jamil, 2018). However, professional development of faculty members in higher education is challenging across the world because of many strongly embedded academic beliefs and pedagogic conventions (Gibbs, 2015).…”

Section: Analysis Of the Results And Lessons Learnedmentioning

confidence: 99%

Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members

Jamil

2020

Language Teaching Research

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This article arose in response to the recent impetus for embedding inquiry-based approaches in higher education. It draws upon the perceptions of students and faculty members regarding inquiry-based education in Academic English (AE) programmes at universities in Bangladesh within an English as a Foreign Language (EFL) context. Research-informed teaching (RIT), an intellectually stimulating and inquiry-based learning approach, is the conceptual base of the study. Data were collected from four Bangladeshi universities using a learning experience survey with students ( n = 319) and semi-structured interviews with six EFL faculty members. The findings provide four guiding principles on the design and implementation of RIT-based AE programmes: (1) addressing wider educational objectives in AE education, (2) incorporating applied features in the learning activities, (3) building faculty members’ research literacy and practice, and (4) establishing academic collaboration across disciplines. While the findings are derived from Bangladesh higher education, the guiding principles and strategies have resonance internationally.

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Section: Analysis Of the Results And Lessons Learnedmentioning

confidence: 99%

Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members

Jamil

2020

Language Teaching Research

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“…However, we know very little about how students engage and behave in similar programmes when they are based in the home countries, and the teaching and learning are conducted using technology. Research findings on technology-enhanced learning provide indications of several challenges, for example gaps between technological designs and pedagogic actions (Davey, Elliott, & Bora, 2019), and participants' lack of understanding of the cultural and intellectual backgrounds of their peers (Jamil, 2018). On the contrary, there is ample evidence of successful learning delivered by technology-enhanced activities, for example improved self-awareness and reflective practice through blogging (Barrett, Hayes, & Hollinshead, 2019), and rich academic discussion through Facebook-generated tasks (Manca & Ranieri, 2013).…”

Section: Creating Cross-cultural Learning Spacementioning

confidence: 99%

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Younas

Khalid

Noor

2022

The Social Science Journal

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adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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“…O ambiente necessita evidenciar os objetivos e as instruções de participação com os conteúdos, e encorajar estudantes a compartilharem opiniões e divergências na busca por promover a interatividade com e entre os diferentes estudantes (SARITAS, 2006;SIGALA, 2007;LOCKHORST, 2004;HAN, 2013). Para isso, as tarefas devem ser estruturadas de maneira a estimular o envolvimento entre os alunos e destes com os conteúdos, por meio de fóruns e feedbacks (BAKER; WATSON, 2014;JAMIL, 2015;STEELE, 2009).…”

Section: A Interatividade E a Colaboração Em Redesunclassified

Indagação Dialógica De Gordon Wells Em Processos Formativos Com Professores: Interlocuções Com a Comunidade Científica Internacional

Fazio¹,

Heckler

Galiazzi

2022

Contexto

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O estudo comunica, em perspectiva fenomenológica hermenêutica, o que se mostra da indagação dialógica de Gordon Wells em comunicações da comunidade científica internacional que envolvam processos formativos. Desenvolveu-se uma pesquisa exploratória-descritiva a partir das 10 obras mais citadas do autor na base de dados do Google Acadêmico. Foram selecionados 119 trabalhos, lidos integralmente e organizados em sínteses, traduzidas para língua portuguesa, evidenciando os aspectos teórico-práticos da indagação dialógica em cada um deles. Emergiram do processo da análise cinco categorias: i) Escrita, Leitura e Comunicação via Ferramentas Tecnológicas; ii) A Interatividade e a Colaboração em Redes; iii) Desenvolvimento Profissional em Comunidades; iv) Aprendizagem Colaborativa no Ensino de Ciências; v) Tutoria e Mediação no Desenvolvimento Profissional. Os aspectos que se mostram em relação aos contextos em que a indagação dialógica de Gordon Wells é integrada fornecem pistas para que seja possível compreender o desenvolvimento profissional em um viés dialógico, social e colaborativo em ambientes com sujeitos diferentes.

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Technology-enhanced teacher development in rural Bangladesh: A critical realist evaluation of the context

Cited by 10 publications

References 25 publications

Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members

Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Indagação Dialógica De Gordon Wells Em Processos Formativos Com Professores: Interlocuções Com a Comunidade Científica Internacional

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