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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 3 4 5 6 Hits 61 – 80 of 106 61 Target language use in Modern Language classrooms: perception and change among newly qualified teachers in Scotland Lynch, Michael Patrick. - : The University of Edinburgh, 2015 BASE Show details 62 Bridging the mismatches between the lecturers’ and students’ beliefs about the value of written feedback on their assignments: A Private Malaysian University Case Study Ng, Judy/Miang Koon. - : University of Waikato, 2015 BASE Show details 63 Investigating teachers’ implementation of the task-based curriculum from a teacher cognition perspective: A case study of a Vietnamese upper-secondary school Tran, Giang Nam. - : Faculty of Social Sciences, 2015 In: University of Wollongong Thesis Collection 1954-2016 (2015) BASE Show details 64 Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea Moodie, Ian. - : University of Otago, 2015 Abstract: This thesis contributes to the field of language teacher cognition (LTC) research by investigating LTC and development in South Korea (Korea, hereafter), where English is taught by non-native English speaking teachers (NNEST) as a mandatory foreign language in the national curriculum. English education in Korea is often described as a fever: Curricular reforms in the 1990s raised the stakes for learning English and challenged the status quo of teacher-centered instruction, but reforms were met with resistance from teachers, and Korea’s shadow English education industry has become a multi-billion dollar sector and a socioeconomic malady. Understanding LTC is important for understanding what language teachers do; however, LTC has received little attention from researchers in Korea and this thesis addresses the need for in-depth qualitative research with prolonged engagement and persistent observations. The aim of this exploratory thesis is to problematize key issues related to LTC and English language teacher development in Korea. The scope covers initial commitments to English language teaching (ELT), stated cognitions, observed practices, and the influences of experience on the cognitions and practices of Korean public school English teachers. The theoretical framework is defined as grounded narrative inquiry, an approach that combines narrative research and grounded theory methods. Critical incident (CI) theory and case study methods also influenced the design. The thesis comprises two studies. Study 1 was a background study using narrative frames to prompt four stories from 27 Korean English teacher participants regarding their (1) reasons for teaching English, (2) prior language learning experience, (3) pre-service education, and (4) first year teaching English. Narrative content was coded and categorized to uncover patterns and themes in participant stories. Findings from Study 1 influenced the design of Study 2, which consisted of four in-depth case studies, two with experienced primary school teachers and two with novice primary school teachers. Data collection occurred over 18 months and included reflective writing, CI logs, semi-structured interviews, and observations. This thesis contributes to the field in the following ways: 1. Using workplace commitment theory to discuss the issue of ELT turnover in Korean primary schools; 2. defining a professional knowledge base (PKB) that provided a context-sensitive, locally-appropriate framework for discussing ELT expertise; 3. discussing the stated influences of experience on LTC, including the anti-apprenticeship of observation; 4. mixed-methods analysis showing that experienced teachers were more aligned with curricular aims than were novice teachers, for example, regarding the communicativeness of lessons, teaching English through English, collaborative learning, and meaning-focused instruction; and 5. a CI model for interpreting LTC change with in-service teachers, grounded in the practice of teaching. The findings question the status quo of second language teacher education (SLTE) in Korea by drawing attention to participant knowledge gaps regarding ELT methodology and second language acquisition (SLA). This research implies that a more situated view of learning to teach is necessary in Korea in order to increase the efficacy of SLTE. Recommendations for future studies include further research on ELT turnover in Korea, applying the PKB to materials development and to discussing locally effective practices, and looking for practical applications of the CI model for developing SLTE programs. Keyword: English in South Korea; grounded theory narrative inquiry; language teacher cognition; non-native English speaking teachers; professional knowledge base URL: http://hdl.handle.net/10523/5741 BASE Hide details 65 Healing Our Race-Linked Wounds Ferguson, Carroy U In: Carroy U "Cuf" Ferguson, Ph.D. (2015) BASE Show details 66 Exploring professional collaboration at the boundary between content and language teaching from a CHAT approach Emilee Moore; Joan Ploettner; Mandy Deal In: Ibérica, Vol 30, Pp 85-103 (2015) (2015) BASE Show details 67 "Je fais le clown" ; "Je fais le clown": l’humour comme ressource de l’agir professoral Muller, Catherine In: L’école du rire ; https://hal.archives-ouvertes.fr/hal-01933999 ; Ahr, Sylvianne and François-Denève, Corinne. L’école du rire, Presses Universitaires de Namur, pp.169-184, 2014, Diptyque (2014) BASE Show details 68 Ambivalence, adaptation et résistance ; Ambivalence, adaptation et résistance: Lorsque l'enseignant de langue est confronté à des réactions non planifiées d'apprenants Muller, Catherine; Delorme, Vera In: ISSN: 0994-6632 ; Le Français dans le monde. Recherches et applications ; https://hal.archives-ouvertes.fr/hal-01934006 ; Le Français dans le monde. Recherches et applications, CLE International / Français dans le monde, 2014, Pensée enseignante et didactique des langues, pp.33-47 (2014) BASE Show details 69 A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English ... Linville, Heather A.. - : Maryland Shared Open Access Repository, 2014 BASE Show details 70 Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience Yanez-Pinto, Nancy In: Applied Linguistics and English as a Second Language Dissertations (2014) BASE Show details 71 A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English Linville, Heather A.. - : University of Maryland, Baltimore County (UMBC), 2014 In: Linville_umbc_0434D_11034.pdf (2014) BASE Show details 72 La enseñanza bilingüe a partir de las representaciones del profesorado : un estudio integrado Travé González, Gabriel. - : Universidad de Huelva, 2014 BASE Show details 73 Teachers’ Reported Beliefs about the role of Grammar, and their Observed Pedagogical Practices of Foreign Languages Teaching in England Liviero, Sara. - : University of Exeter, 2014. : College of Social Sciences and International Studies, Graduate School of Education, 2014 BASE Show details 74 Affective dimension of university professors about their teaching : an exploration through the semantic differential technique Badia Garganté, Antoni; Meneses, Julio; Monereo i Font, Carles. - 2014 BASE Show details 75 Teachers' cognitions regarding distinctive characteristics of EFL teachers and teaching Jungwirth, Amelie-Anna. - 2014 BASE Show details 76 Teachers' subjective perspectives on foreign language vocabulary learning and teaching Weimer-Stuckmann, Gerlinde. - : University of Waterloo, 2014 BASE Show details 77 TBLT and Teacher education: from practice to theory McAllister, Julie In: TBLT 2013 - International Conference on Task-Based Language Teaching ; https://halshs.archives-ouvertes.fr/halshs-01470846 ; TBLT 2013 - International Conference on Task-Based Language Teaching, University of Alberta, Oct 2013, Banff, Canada ; http://www.tblt2013.ualberta.ca/ (2013) BASE Show details 78 The institutional and beyond: On L2 teachers' identity display in L2 classrooms Aguilar Río, Jose Ignacio In: Social Identities and Multiple Selves in Foreign Language Education ; https://hal.archives-ouvertes.fr/hal-00761009 ; Damian J. Rivers et Stephanie Ann Houghton. Social Identities and Multiple Selves in Foreign Language Education, Bloomsbury Academic, pp.13-32, 2013, 9781441160645 ; http://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/ (2013) BASE Show details 79 De l’influence de l’expérience sur l’agir enseignant Muller, Catherine In: ISSN: 0339-7513 ; Éducation permanente ; https://hal.archives-ouvertes.fr/hal-01934015 ; Éducation permanente, Arcueil : Éducation permanente, 2013, 196, pp.129-138 (2013) BASE Show details 80 La pensée enseignante à la lumière de la théorie de l'activité de Vygotsky Xue, Lin In: Actes des 16èmes Rencontres Jeunes Chercheurs en Sciences du Langage : Modèles et modélisation dans les sciences du langage ; 16èmes Rencontres Jeunes Chercheurs (RJC 2013) : Modèles et modélisation dans les sciences du langage ; https://hal.archives-ouvertes.fr/hal-00964935 ; 16èmes Rencontres Jeunes Chercheurs (RJC 2013) : Modèles et modélisation dans les sciences du langage, May 2013, Paris, France. pp.43-53 (2013) BASE Show details Page: 1 2 3 4 5 6

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