The Potential of General Classroom Observation: Turkish EFL Teachers’ Perceptions, Sentiments, and Readiness for Action

Merç, Ali

doi:10.11114/jets.v3i4.821

Cited by 10 publications

(13 citation statements)

References 25 publications

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“…Table (4) shows that the means scores ranged between (1.98-2.93), item (16) stating "Teaching courses content emphasizes the importance to comply with teaching ethics" ranked first (M = 2.93), while item (14) stating "There are specific courses addressing teaching ethics" ranked last (M = 1.19). Also, the total mean score of teaching courses was (1.98) with low level.…”

Section: Second Question: What Is the Inclusion Level Of University Cmentioning

confidence: 99%

Faculty Members and Female School Principals and Cooperating Teachers' Emphases on Teaching Ethics and their Inclusion in Courses in Preparation Programs

Ayasreh¹,

Yahyaa²,

Smadi³

2020

ujer

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Section: Second Question: What Is the Inclusion Level Of University Cmentioning

confidence: 99%

Faculty Members and Female School Principals and Cooperating Teachers' Emphases on Teaching Ethics and their Inclusion in Courses in Preparation Programs

Ayasreh¹,

Yahyaa²,

Smadi³

2020

ujer

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“…It is "the bridge between the worlds of theory and practice" (Reed & Bergemann, 2001, p. 6). According to Farell (2008) cited in Merç (2015), classroom observation in a reflective practice agenda can provide language teachers with an opportunity to gather information about their own teaching and classroom practices in order to push them to scrutinize classroom actions more carefully. Malderez (2003) mentions four main purposes of classroom observation: for professional development, for training, for evaluation, and for research.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Management of Anxiety in Advanced EFL Classes through English Clubs Provision for Oral Communication Improvement Secondary Schools in Benin

Bankole-Minaflinou¹

2018

SELT

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<p><em>One of the major challenges that EFL students have to face in francophone countries is their inability to speak the English language due to many causes among which the linguistic environment and the fear of making mistakes while speaking. To solve the problem, some Beninese students refer to English Clubs (ECs) activities that provide them with a flexible learning environment. To shed light on the effectiveness of these EC programs, the present study has attempted to explore the management of language anxiety and the development of speaking ability through student participation in these programs. The findings have shown that ECs can offer a pedagogical environment where participants progressively get rid of hindrances like anxiety, stress, fear of making mistakes and being ridiculed while they develop self-esteem and oral communication and gain flexibility and fluency. Based on these findings, the study has addressed the pedagogical value of ECs programs and recommended the support of educational authorities if the battle for the oral communication of Beninese students is to be won.</em></p>

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“…Observation in English Language Teaching (ELT) has placed a historically practice situated in the paths of good English lessons and effective teaching practices. There exists vast literature on the multiple senses and usages of class observation dealing with relationships between teacher education, assessment, and teaching supervision (Nguyen & Ngo, 2022;Pastore, 2020;Iakovou, 2020;Daud, Dali, Khalid, & Fauzee, 2018;Merç, 2015).…”

Section: Introductionmentioning

confidence: 99%

Exploring the ELT Observer’s Subject Positions: Tensions, Negotiations, and Contradictions

Martínez-Luengas¹,

Méndez²

2023

INT J INSTRUCTION

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Observation in the English Language Teaching (ELT) field is an educational practice historically located in the construction of what is known as a good English class and effective teaching. Most research studies on the topic have revolved around the role of observations in teacher education and professional development, guidelines for classroom observation, and observers' effective feedback; however, little attention has been given to the observer as a subject. This research paper shares results of the analysis of three ELT observers' narratives to cast light upon the ways observers problematize their subject position as observers of in-service English language teachers. Within a decolonial approach to relate to others, autobiographical narratives mobilized a series of reflexive and critical components that revealed that the enactment of the ELT observer subject position invisibilizes observer positions (others) that shadow feelings of discomfort at being in a position as mere tick markers without subjectivities and knowledge. The findings allowed us to conclude that observers' subject positions are pivotal to exploring their struggles and self-visions of a better practice of observation in which a more horizontal, relational, and humanistic consideration of the observer subject position prevailed. This study contributes to the ELT field by highlighting a more humanistic view of the subject who observes classes.

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The Potential of General Classroom Observation: Turkish EFL Teachers’ Perceptions, Sentiments, and Readiness for Action

Cited by 10 publications

References 25 publications

Faculty Members and Female School Principals and Cooperating Teachers' Emphases on Teaching Ethics and their Inclusion in Courses in Preparation Programs

Faculty Members and Female School Principals and Cooperating Teachers' Emphases on Teaching Ethics and their Inclusion in Courses in Preparation Programs

Exploring the Management of Anxiety in Advanced EFL Classes through English Clubs Provision for Oral Communication Improvement Secondary Schools in Benin

Exploring the ELT Observer’s Subject Positions: Tensions, Negotiations, and Contradictions

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