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Professional Testimony: Construction and Analysis of a “Graphic Object” in a Physics Class in a 12th Grade Science Major
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In: Objects to Learn About and Objects for Learning 1 ; https://hal.archives-ouvertes.fr/hal-03589558 ; Joël Bisault, Roselyne Le Bourgeois, Jean-François Thémines, Mickaël Le Mentec, Céline Chauvet-Chanoine. Objects to Learn About and Objects for Learning 1, Wiley, 2022, Online ISBN: 9781119902171 Print ISBN: 9781786306715. ⟨10.1002/9781119902171.ch5⟩ (2022)
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Épistémologie et méthodologie de l'observation de l'agir professoral : Didactique et pédagogie en formation d'enseignant.e.s de langue
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In: https://halshs.archives-ouvertes.fr/tel-03360854 ; Education. Cergy Paris Université, 2021 (2021)
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El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 66, 2021, pags. 21-31 (2021)
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Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 166-181 (2021) (2021)
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Ein Schlüssel zur Förderung mehrsprachiger Kompetenzen im Schulunterricht: Selbsterfahrung in der Lehrkräfteprofessionalisierung
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In: die hochschullehre ; 6 ; 17-34 (2020)
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Prácticas de mediación docente: Oportunidades y riesgos en el comportamiento mediático de jóvenes
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 64, 2020, pags. 49-59 (2020)
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| 7 |
Web-Arabic as Lingua Franca (WALF): Variation and Standard in Teaching Arabic as Foreign Language (TAFL)
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In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 17, Iss 2, Pp 99-112 (2019) (2019)
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Preservice Teachers' Strategies for Teaching Mathematics with English Learners
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In: Faculty Publications (2018)
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| 9 |
Change implementation in teaching
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Abstract:
The aim of this research was to 1) Narrate my experiences with change, noting my barriers to successful change implementation and to see what could be done about these outlined by Michael Fullan in his book “The new meaning of educational change” (2016), 2) Interview other educators about their experiences with change, to share alternative narratives regarding change from other contexts. The idea being that at the end of it, I would help other educators deal with the complex nature of change and fear it less. It was crucial to my thinking that teacher voice be added to the body of research on change, so we could add our voices on our perceptions of change. Teachers, as a rule, prefer to take on change that their peers have led (Fullan, 2016), so providing a narrative that other teachers can relate to as I am in their position of managing a difficult teacher workload and carrying out change in practice. In this thesis, the process of change is documented, by relating my change experience and other educator’s experiences with change in classroom practice to Fullan’s (2016) work on change implementation. As I go through the three stages of implementation -initiation, implementation and continuation, I highlight some of the challenges and experiences I and other educators faced with changing practice. I teach Science and Chemistry at a year 1 to year 13, single-sexed private school in Auckland. In my school students often hide their failures rather than embrace them, making it hard for teachers to help students progress their understanding. So, I decided that something needed to change. I started with implementing personalised learner profiles with each student in one class, to see if I could help my students overcome their fears of failure and be successful in my subject. As a result,I found that there are many challenges to educators changing their pedagogy starting with themselves as they have to confront their own beliefs and equally the students’ beliefs about what makes a “good teacher”. I compared my journey with that of three other educators who have altered their teaching practice and found that there are many parallels and that the hardest part is to continue with a change, given our lack of time in this modern age. Thesis Organisation This thesis has been organised into five chapters: ●Chapter One -the introduction and defining the inquiry ●Chapter Two –the study ●Chapter Three-a literature review of change ●Chapter Four-the methodology carried out ●Chapter Five-an analysis of the results ●Chapter Six-discussions and recommendations from this thesis.
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Keyword:
130105 Primary Education (excl. Māori); 130304 Educational Administration; change management; classrooms; fear of failure; interviews; Management and Leadership; narrative analysis; New Zealand; primary schools; student achievement; student engagement; teacher-student relationships; teaching practice
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URL: https://hdl.handle.net/10652/4389
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| 11 |
TUTOR TEACHER ASSESSMENT TOWARD ENGLISH PRE-SERVICE TEACHERS COMPETENCE IN TEACHING PRACTICE AT ISLAMIC JUNIOR HIGH SCHOOL
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 7, Iss 2, Pp 317-325 (2018) (2018)
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| 12 |
The Effects of Implementing Mindfulness Into Teacher Pedagogy, and the Effects of Implementation on Stress, Student-Teacher Relationships and Classroom Climate
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| 13 |
La investigación formativa en ambientes ubicuos y virtuales en Educación Superior
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 51, 2017, pags. 9-18 (2017)
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| 14 |
Articulations of teaching practice: a case study of teachers and "general capabilities"
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| 15 |
Learning the language of statistics: Challenges and teaching approaches
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| 16 |
Modelos de integración didáctica de las TIC en el aula
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 47, 2016, pags. 79-87 (2016)
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| 17 |
Teaching and assessing writing skills at university level: a comparison of practices in French and Colombian universities
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In: ISSN: 0013-1881 ; EISSN: 1469-5847 ; Educational Research ; https://hal.archives-ouvertes.fr/hal-02077021 ; Educational Research, Taylor & Francis (Routledge), 2015, 57 (3), pp.254-271. ⟨10.1080/00131881.2015.1056641⟩ (2015)
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| 18 |
CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION
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In: TEFLIN Journal, Vol 26, Iss 2, Pp 129-154 (2015) (2015)
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| 19 |
Zanaglasnice u nastavi hrvatskoga jezika – između predodžbe i prakse [Online resource]
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In: Rasprave : časopis Instituta za Hrvatski Jezik i Jezikoslovlje 39 (2014) 2, 457-473
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Linguistik-Repository
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