Educational Linguistics,
Год журнала:
2023,
Номер
3(2), С. 258 - 285
Опубликована: Дек. 11, 2023
Abstract
Drawing
on
Bernstein’s
sociology
of
education,
this
article
offers
a
critical
discussion
the
origins,
assumptions
and
values
educational
linguistics
since
its
foundation
in
1970s.
It
argues
that
sociohistorical
context
which
field
emerged
led
to
areas
focus
mission
being
based
number
problematic
originating
primarily
Anglophone,
Chomskyan
theory
language
learning;
have
it
promoting
strong
‘competence
model’
(Bernstein’s
term)
education
ever
since,
thereby
exacerbating
disconnect
between
applied
linguist
teacher
communities.
After
identifying
important
changes
learning
contexts
characteristics
worldwide
1970s,
presents
framework
for
reimagining
looks
beyond
competence
also
recognise
validity
both
literacy
pluralist
orientations
need
systems,
institutions,
programs
teachers
move
flexibly
or
choose
eclectically
along
continuum
these.
discusses
implications
reimagined
vision,
including
understandings
relationships
classroom,
notions
authenticity
texts
communities,
modality,
curricular
outcomes,
assessment
repertoires.
A
research
agenda
is
offered
hoped
will
support
attempts
make
relevant
widest
possible
range
practitioner
communities
worldwide.
Teaching and Teacher Education,
Год журнала:
2024,
Номер
140, С. 104469 - 104469
Опубликована: Янв. 6, 2024
Extant
literature
on
reciprocal
peer
observation
has
reported
teachers'
perception
of
positive
effects
interpersonal
relationships.
However,
pretest-posttest
evidence
is
missing
(first
aim),
and
its
role
in
teacher
learning
not
been
examined
(second
aim).
364
teachers
participated
this
study.
First,
it
provides
increased
closeness
professional
relationship,
as
well
exploratory
interpretations
via
group
interviews.
Educational
stage
might
affect
increase.
Second,
shows
that,
rather
than
initial
a
prerequisite,
final
which
significantly
affects
perception.
Statistical
analyses
also
show
the
relevance
school
time
arrangement.
EIKI Journal of Effective Teaching Methods,
Год журнала:
2024,
Номер
2(2)
Опубликована: Апрель 16, 2024
The
research
claims
that
artificial
intelligence
technologies
can
help
and
direct
primary
school
teachers
in
organising
classroom
experiments
for
physics
instruction.
Educators
now
have
the
potential
to
construct
experimental
projects
are
entertaining
efficient,
all
while
catering
their
students’
many
learning
styles
capabilities.
This
is
made
possible
by
availability
of
technologies.
incorporation
into
educational
settings
may
result
an
improvement
overall
quality
teaching
as
well
scientific
performance
students.
chance
improve
experience
both
students
available
educators
who
do
in-depth
study
on
intelligence-driven
solutions.
highlights
how
transform
approaches
elementary
school,
notably
field
education
within
context
settings.
JPI (Jurnal Pendidikan Indonesia),
Год журнала:
2025,
Номер
13(4), С. 852 - 860
Опубликована: Янв. 5, 2025
This
research
is
motivated
by
students'
low
science
process
skills
in
subjects,
which
caused
conventional
teaching
methods
focusing
on
memorization,
limited
variations
learning
models
and
minimal
student
involvement.
study
aims
to
analyze
the
effect
of
multiple
representation
model
improving
elementary
school
students.
The
method
used
this
quantitative
experimental
type,
using
a
nonquivalent
control
group
design.
population
were
all
fifth-grade
technique
taking
samples
Purposive
Sampling
technique.
sample
comprised
students
from
VA
VB
classes,
totalling
54.
Data
collection
test
techniques
documentation.
instrument
collecting
data
question
sheet.
analysis
inferential
statistical
analysis.
results
showed
significant
differences
between
classes
real
disparities
that
support
multiple-representation
models.
So,
can
improve
expected
help
quality
schools.
International Journal of Inclusive Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 29
Опубликована: Фев. 7, 2025
This
study
explored
primary
school
teachers'
perceptions
and
experiences
of
inclusive
education
within
a
mainstream
setting
in
Southern
England.
Using
phenomenological
approach,
semi-structured
interviews
were
conducted
with
seven
teachers
from
diverse
career
stages
roles
single
school.
Thematic
analysis
revealed
four
key
themes:
(1)
An
Individualised
Approach,
emphasising
personalised
teaching
strategies;
(2)
Know
Your
Limits,
highlighting
systemic
constraints;
(3)
It's
Who
We
Are,
underscoring
the
importance
culture;
(4)
Experience
Builds
Knowledge,
reflecting
role
professional
growth
practice.
Findings
indicate
that
implementation
is
shaped
by
complex
interplay
individual
approaches,
limitations,
culture,
experience.
The
contributes
to
field
providing
nuanced
understanding
lived
experiences,
interpreted
through
multiple
theoretical
lenses
including
Social-Ecological
Systems
Theory
Critical
Theory.
Implications
span
classroom
practice,
leadership,
policy
development,
teacher
education,
need
for
holistic,
ecosystem-wide
approach
education.
research
highlights
ongoing
supportive
cultures,
alignment
fostering
effective
practices.
Limitations
include
small
sample
size
single-school
focus,
suggesting
avenues
future
larger-scale
longitudinal
research.
Acta Pedagogia Asiana,
Год журнала:
2025,
Номер
4(2), С. 66 - 85
Опубликована: Фев. 24, 2025
Students
come
to
class
with
various
perceptions
of
what
constitutes
a
good
teacher.
These
affect
how
teacher
is
evaluated
in
increasingly
student-centered
classrooms
where
students’
needs,
interests,
and
learning
styles
are
prioritized.
To
better
understand
students
perceive
teacher,
this
review
comprehensively
presents
the
at
different
educational
levels
on
traits
It
discusses
nuances
these
whether
they
justifiable.
reviewed
more
than
75
papers
achieve
its
aims.
This
indicates
that
effective
teachers
possess
characteristics
like
desirable
personality,
interpersonal
skills,
instructional
methods.
highlights
complex
role
play
influencing
students'
academic
emotional
growth.
The
shift
from
teaching
skills
primary
relationship-oriented
secondary
education
shows
student's
developmental
stage
significantly
affects
their
view
teaching.
Secondary
often
emphasize
relational
elements,
such
as
appreciation
empathy,
due
need
for
autonomy
peer-like
connections.
University
value
subject
expertise,
communication,
motivation.
Like
students,
respect,
approachability
important.
particularly
ability
create
safe
supportive
environment,
competence
delivering
content,
largely
However,
emphasis
rendering
socio-emotional
support
student-consumer
mentality
universities
prompts
needs
be
prioritized
could
add
teachers’
already
heavy
workload
result
burnout.
While
serving
motivators,
themselves
motivation
perform
work
effectively.
Research in Subject-matter Teaching and Learning (RISTAL),
Год журнала:
2025,
Номер
8(1), С. 1 - 17
Опубликована: Март 1, 2025
Abstract
In
2019,
a
new
curriculum
for
“Economics
&
Politics”
was
introduced
on
the
lower
secondary
level
in
German
state
of
Northrhine-Westphalia,
Germany,
emphasizing
economic
education.
While
studying
teachers’
acceptance
curriculum,
we
identified
various
types
teachers
based
their
instructional
practices
and
preferences
with
respect
to
subject-didactics
(sub-discipline,
subject-didactical
teaching
approaches,
learning
tasks).
We
applied
principal
component
analysis
eleven
variables
related
design
task
preference,
yielding
three
factors.
Based
these
findings,
five
distinct
teacher
clusters.
This
empirical
methodology
can
be
other
subjects
such
as
geography
languages.
