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A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 1, Pp 57-88 (2019) (2019)
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TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 22-46 (2019) (2019)
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Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices
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Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study
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Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”
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The Effects of Writing Instructors’ Motivational Strategies on Student Motivation
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In: Australian Journal of Teacher Education (2018)
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When caring hurts: “Foreign” teachers in Texas bilingual classrooms ...
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What works? Teaching African American students in urban schools
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In: Master's Theses and Doctoral Dissertations (2018)
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How well prepared are Australian preservice teachers to teach beginning reading skills?
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Meeks, Linda. - : Sydney, Australia : Macquarie University, 2018
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Representações docentes: constituindo o ser professora de língua portuguesa ; Teaching representations: being a teacher of portuguese language
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Clein, Paola Talite. - : Universidade Tecnológica Federal do Paraná, 2018. : Pato Branco, 2018. : Brasil, 2018. : Programa de Pós-Graduação em Letras, 2018. : UTFPR, 2018
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I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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Developing TESOL teacher intercultural identity : an intercultural communication competence approach
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Yang, Ping (R15602). - : U.S., Wiley-Blackwell, 2018
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Abstract:
This article conceptually examines TESOL teacher intercultural identity development in the Australian multicultural context. Using intercultural communication competence theory, the author discusses how TESOL teacher intercultural identity is developed and transformed in action and across languages and cultures. The in-progress formation of TESOL teacher intercultural identity is discussed from three perspectives. First, TESOL teachers must have second language knowledge and demonstrate ability to manage intercultural verbal communicative skills and styles. Second, they need to have more than one set of body languages and demonstrate ability to manage intercultural nonverbal communicative style and sensitivity. Third, they are engaged in social co-construction of intercultural identity through teacher–stakeholder interaction, having positive impact on themselves and on their students, particularly those with a refugee background. The author also proposes three strategies for TESOL teacher intercultural identity development and points out the future research on its potential contributing and/or interfering factors.
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Keyword:
200401 - Applied Linguistics and Educational Linguistics; 930202 - Teacher and Instructor Development; intercultural communication; teacher-student relationships; Teachers of English to Speakers of Other Languages
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URL: https://doi.org/10.1002/tesj.356 http://handle.westernsydney.edu.au:8081/1959.7/uws:44190
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When caring hurts: “Foreign” teachers in Texas bilingual classrooms
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Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 336-344 (2018) (2018)
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Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 261-275 (2018) (2018)
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Failing to notice? Uneven teachers' attention to boys and girls in the classroom
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The Effects of Student Feedback to teachers: Evidence from a Field Experiment
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Lernwirksame Unterrichtsbesprechungen im Praktikum. Nutzung von Lerngelegenheiten durch Lehramtsstudierende und Unterstützungsverhalten der Praxislehrpersonen
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Futter, Kathrin. - : Verlag Julius Klinkhardt, 2017. : Bad Heilbrunn, 2017. : pedocs-Dokumentenserver/DIPF, 2017
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2017, 287 S. - (Studien zur Professionsforschung und Lehrerbildung) - (Diss., Univ., Zürich, 2016) (2017)
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The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues
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In: Research outputs 2014 to 2021 (2017)
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