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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 31 1 What makes an effective translation teacher?: a qualitative exploration of effective translation teaching and teachers in the university classroom Huang, Zhi. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 2 Teacher-centred professional development: exploring teacher cognition and autonomy in Australian English language centres Reed, Melissa. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 3 Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019 Abstract: Empirical thesis. ; Bibliography: pages 346-369. ; Chapter One. Introduction -- Chapter Two. Literature review -- Chapter Three. Methodology and research design -- Chapter Four. Teachers' initial conceptions and beliefs -- Chapter Five. Teacher responses and attitudes to student data -- Chapter Six. Narrative case studies on teacher learning processes -- Chapter Seven. Discussion -- Chapter Eight. Conclusion -- References -- Appendices. ; How language teachers conceptualise their students' language learning environments, the teacher's roles within these environments, and the relationship between in-class and out-of-class learning in particular may significantly influence what teachers do in the classroom. ; This research explores language teacher cognition of language learning and teaching beyond the classroom and provides insights into teacher learning processes as a consequence of an inquiry into students' language learning practices and environments. Teacher attitudes towards the inquiry process, the development of teacher beliefs about their students' learning environments, their subsequent actions in teaching, and their reconceptualisation of their roles are examined. This is achieved through a multiple case study design involving narrative and thematic analysis of multiple qualitative data sources using visual data, semi-structured face-to-face interviews, and reflective journals entries by the researcher. ; Teacher participants drew mind maps to represent their conceptualisation of a good language learning environment. Semi-structured interviews were also conducted with the teachers prior to and following their engagement with student survey responses and a mind map drawn by their students each pertaining to their language learning practices. In that way, teachers were encouraged to adopt a holistic view of international students' language learning practices and their language learning environments beyond the classroom from ecological perspectives. This research method also promoted a deeper understanding of student learning ecologies. ; Four key findings emerged from this research investigation. First, teachers varied in their conceptualisations of ideal student language learning practices and the necessary elements of a good language learning environment beyond the classroom. Second, the teacher inquiry with an ecological perspective prompted teachers to better understand students' language learning practices beyond the classroom using emerging issues from student data. Third, teachers' ecological views increased their awareness of the relationship between student out-of-class language learning and teaching through extensive reflective practice in the course of the inquiry. It also further guided teachers to develop their beliefs and teaching ideas on how to link in-class and out-of-class language learning experiences, and then to reconceptualise their role in student learning. As such, this study demonstrated that teacher learning occurred throughout the inquiry process while working collaboratively with the researcher. Fourth, the openness of the teacher towards learning from new information, the degree of teacher agency in practice, and the teacher's emotions appeared to shape differences in the development of beliefs and teaching actions as outcomes of teacher learning. ; Overall, this study suggests that teacher reflection on daily practices is effective for promoting their ecological perspectives of student language learning. Moreover, it is also effective in teacher inquiries into student learning to prompt reconsideration of student learning needs and their role in supporting student learning beyond the classroom. ; Based on its findings, this study contributes to an academic understanding of ecologies of language learning and teaching, particularly the role of teacher ecological practices. This is supported by an inquiry into student learning in relation to student learning ecologies. In addition, the empirical evidence showing the development of teacher cognition towards the reconceptualisation of the teacher's role in their situated contexts demonstrates the effective use of an ecological framework in teacher cognition research. ; Mode of access: World wide web ; 1 online resource (xvii, 431 pages) diagrams, tables Keyword: ecology of language learning; Language and languages -- Study and teaching -- Methodology; language learning beyond the classroom; Language teachers -- Attitudes; teacher beliefs; teacher cognition; teacher learning URL: http://hdl.handle.net/1959.14/1271644 BASE Hide details 4 Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities Truơng, Thị Mỹ. - : Sydney, Australia : Macquarie University, 2018 BASE Show details 5 The transition of an ESP teacher from a GE teacher: a case study Nguyen, Thi Mo. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 6 Teacher autonomy in college English classrooms in China: teachers' attitudes and practices Qian, Lina. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 7 Teacher autonomy in college English classrooms in China: teachers' attitudes and practices Qian, Lina. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 8 English language teachers’ perceptions and the impact of a standardised professional development program in Sabah, Malaysia: a mixed methods study Hiew, Wendy. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 9 Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice Triastuti, Anita. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 10 The relationship between teaching presence and online instructor satisfaction in an online teacher training program Lumsden, Stafford H. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 11 The role beliefs about language use play in the social construction of the EFL classroom Rabbidge, Michael. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 12 Text chat during video/audio conferencing lessons : scaffolding or getting in the way? Kozar, Olga. - : Equinox Publishing, 2016 BASE Show details 13 Autism in the classroom: a conversation-analytic study of lesson beginnings in special education Yeo, Siang Lee. - : Sydney, Australia : Macquarie University, 2016 BASE Show details 14 Teaching behaviour of LETs and NETs in Hong Kong : differences perceived by secondary students Ma, Lai Ping Florence. - : University of Hong Kong, 2015 BASE Show details 15 CALL and English at tertiary level: teacher cognition in Bangladesh Rahman, Jasmine. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 16 The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector Chappell, Philip; Bodis, Agnes; Jackson, Heather. - : IDP: IELTS Australia, 2015 BASE Show details 17 Online professional development for teachers of English as a foreign language: Vietnamese faculty's motivations and learning experiences Truong, My Thi. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 18 Investigating communities of practice and ELT teacher research in Cambodia Keuk, Chan Narith. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 19 The Formation of English teacher identities : a cross-cultural investigation Gu, Mingyue (Michelle); Benson, Phil. - : SAGE Publications, 2015 BASE Show details 20 Stakeholder perceptions of IELTS as a gateway to the professional workplace : the case of employers of overseas trained teachers Murray, Jill C; Cross, Judie L; Cruickshank, Ken. - : Melbourne : IDP: IELTS Australia, 2014 BASE Show details Page: 1 2

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