“I'm afraid I can't handle students’ questions on the spot!”: Complex interactions between English research writing teachers’ pedagogical content knowledge and instructional practices DOI
Mulin Zhang,

Quanjiang Guo

International Journal of Applied Linguistics, Год журнала: 2024, Номер unknown

Опубликована: Июнь 10, 2024

Abstract Despite recent proliferation in scholarship on English research writing (ERW) and its teaching, ERW teachers’ developing knowledge remains under‐researched. This multiple case study, featuring four teachers working the same university Central China, builds pedagogical content (PCK) framework to delineate complexities participants’ knowledge–practice nexus. Data sources include observations, interviews, journal entries, teaching artifacts. analyses reveal that complex interactions between PCK components have resulted idiosyncrasies instructional decisions or practices concerning selecting points, utilizing own disciplinary articles, deciding design, assigning tasks. It is also found participants who are more assured their repertoire tend feel secure teacher–student adopt student‐centered pedagogies. Participants’ nexus exhibits system features of self‐organizing self‐transforming, as well self‐knowing. Implications for transitional professional development discussed.

Язык: Английский

Language Teachers’ Development of Decision‐Making and Pedagogical Reasoning: A Sociocultural Perspective on Peer Coaching DOI Open Access
Abdulbaset Saeedian, Ata Ghaderi, Minh Hue Nguyen

и другие.

International Journal of Applied Linguistics, Год журнала: 2025, Номер unknown

Опубликована: Фев. 8, 2025

ABSTRACT Decision‐making and pedagogical reasoning are two of the underlying skills in language teaching. Integrating sociocultural theory (SCT) into teachers’ classroom decisions can be one novel way to inform their with reasoning. This study adopted peer coaching as an SCT‐oriented inquiry‐based approach professional development drew on concepts zone proximal mediation. Two novice teachers English participated study. The data were collected through documentation, observation, self‐reflection, video‐stimulated recall within context online teaching during Covid‐19 pandemic. Conversation analysis qualitative content showed that peers scaffolded each other's decisions, actively applying key tenets mediation using other, video recordings, metalanguage they had mastered mediational resources achieve goals teacher learning. findings offer practical implications for educators implement this education programs.

Язык: Английский

Процитировано

0
The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review DOI Creative Commons
Khoa Dang Truong, Ngo Cong-Lem, Bingqing Li

и другие.

Teaching and Teacher Education, Год журнала: 2025, Номер 158, С. 104967 - 104967

Опубликована: Фев. 20, 2025

Язык: Английский

Процитировано

0
Feeling Undermined DOI
Alba Vallés, Aina Franch, Marc Clarà

и другие.

Опубликована: Янв. 1, 2025

Процитировано

0
LANGUAGE TEACHING CHALLENGES THROUGH THE LENS OF CORPUS LINGUISTICS DOI Creative Commons
Маріанна Леврінц

TEFLIN Journal - A publication on the teaching and learning of English, Год журнала: 2024, Номер 35(1), С. 40 - 65

Опубликована: Март 29, 2024

The present study explored the dominant discourses of language teaching challenges by utilizing methods associated with corpus linguistics and probed for validity applied methodological design. gleanings were obtained based on a specialized (638,312 tokens) journal articles pertinent to designated topic sourced from leading journals in field. By deploying keywords, collocation n-grams analyses, substantiated qualitative interpretation quantitative data, evinced prevalent themes related challenges. foregrounded areas teacher education development, special emphasis professional initiation phase. Research domains addressing learning proficiency, methodology, emotional aspects found be lexically rich. Additionally, heightened research attention was documented learners, policy sociocultural factors, integration technology education. In all, procedure has proven sound methodology capable signposting salient concepts tackled academic publications, given numerous parallels drawn between results previous studies.

Язык: Английский

Процитировано

1
Charting the trajectory of language teacher cognition development: What 15 years of research in System informs us DOI Creative Commons
Yonghua Wang, Lawrence Jun Zhang

System, Год журнала: 2024, Номер 127, С. 103508 - 103508

Опубликована: Окт. 5, 2024

Язык: Английский

Процитировано

1
The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum DOI
杰 张, Yongjie Ge, Juan Du

и другие.

Acta Psychologica, Год журнала: 2024, Номер 252, С. 104673 - 104673

Опубликована: Дек. 21, 2024

Язык: Английский

Процитировано

1
Mediation, emotion, and agency from an activity theoretical perspective as potential analytical tools for inquiry into language teacher cognition: clarifications and implications DOI Creative Commons
Khoa Dang Truong

Asian-Pacific Journal of Second and Foreign Language Education, Год журнала: 2024, Номер 9(1)

Опубликована: Сен. 25, 2024

Язык: Английский

Процитировано

0
Exploring the Interplay Between Teachers' Emotions, Personal Traits, Environmental Factors and Psychological Well‐Being DOI Open Access
Tong Qin

European Journal of Education, Год журнала: 2024, Номер unknown

Опубликована: Дек. 31, 2024

ABSTRACT Elevated stress levels among teachers are linked to both physical and mental health issues, which in turn affect their job performance. In addition, Teachers' ability regulate emotions influences instructional effectiveness well‐being. Moreover, psychological well‐being is crucial for teachers' satisfaction success, influenced by factors like burnout personality traits external circumstances impact performance, affecting professional trajectory. Understanding these dynamics holistically essential fostering teacher enhancing the classroom; therefore, this study explores intricate connections between various influencing success. To collect data, researchers used four questionnaires: environmental factor, Big Five traits, emotion questionnaires. Rigorous SEM analysis was employed discern direct indirect of emotions, personal on The findings revel that significantly predict suggests incorporating emotional regulation training into development can equip with skills navigate challenging situations, thereby establishing work environments recognise support address needs foster a positive atmosphere conducive growth.

Язык: Английский

Процитировано

0
“I'm afraid I can't handle students’ questions on the spot!”: Complex interactions between English research writing teachers’ pedagogical content knowledge and instructional practices DOI
Mulin Zhang,

Quanjiang Guo

International Journal of Applied Linguistics, Год журнала: 2024, Номер unknown

Опубликована: Июнь 10, 2024

Abstract Despite recent proliferation in scholarship on English research writing (ERW) and its teaching, ERW teachers’ developing knowledge remains under‐researched. This multiple case study, featuring four teachers working the same university Central China, builds pedagogical content (PCK) framework to delineate complexities participants’ knowledge–practice nexus. Data sources include observations, interviews, journal entries, teaching artifacts. analyses reveal that complex interactions between PCK components have resulted idiosyncrasies instructional decisions or practices concerning selecting points, utilizing own disciplinary articles, deciding design, assigning tasks. It is also found participants who are more assured their repertoire tend feel secure teacher–student adopt student‐centered pedagogies. Participants’ nexus exhibits system features of self‐organizing self‐transforming, as well self‐knowing. Implications for transitional professional development discussed.

Язык: Английский

Процитировано

0