| 1 |
L1 in the EFL Classroom : Teachers' and Students' Perspectives
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Espaços e atividades extraescolares segundo professores de ciências: contradições e possibilidades ; Out of school spaces and activities according to Science teachers: contradictions and possibilities
|
|
Bezzon, Rodolfo Zampieri. - : Biblioteca Digital de Teses e Dissertações da USP, 2021. : Universidade de São Paulo, 2021. : Faculdade de Educação, 2021
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Percepción de los agentes educativos sobre la enseñanza en contextos bilingües
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
A Regional Assessment of Bilingual Programmes in Primary and Secondary Schools: the Teachers’ View
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Understanding language teachers' practice with educational technology: A case from China
|
|
Li, L. - : Elsevier, 2014
|
|
Abstract:
This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record. ; This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence. This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching.
|
|
Keyword:
Case study; China; Socio-cultural context; Teachers' perceptions; Technology use
|
|
URL: https://doi.org/10.1016/j.system.2014.07.016
http://hdl.handle.net/10871/21660
|
|
BASE
|
|
Hide details
|
|
|
| 6 |
Descriptive Analysis of Georgia High School Teachers' Perceptions of Academic Dishonesty
|
|
|
|
In: Electronic Theses and Dissertations (2007)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Teacher perceptions of the New York State regents requirements: A Pilot study
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
