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Publikováno v:
International Journal of STEM Education, Vol 11, Iss 1, Pp 1-18 (2024)
Abstract Background The body of work regarding gender bias in academia shows that female instructors are often rated lower by students than their male counterparts. Mechanisms are complex and intersectional and often associated with role congruity th
Externí odkaz:
https://doaj.org/article/451895802c0540e4950594e2cc91e3b1
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 15-30 (2024)
This paper aims to extend our understanding of the factors underlying teacher wellbeing and the stress-coping mechanisms that professionals from the field use in their daily lives. The study focuses on the point of view of EFL teachers working in And
Externí odkaz:
https://doaj.org/article/6f57b52d59e144f39c5c5ec94ee7c2ce
Autor:
Darío Luis Banegas, María Elisa Romano
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 31-48 (2024)
While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political conditions as well a
Externí odkaz:
https://doaj.org/article/109c7ff03b8e478392bf73e28b6a92fd
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 49-64 (2024)
This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised a
Externí odkaz:
https://doaj.org/article/92bbc8f3af2a4774910b016ffd00830e
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 65-80 (2024)
Corpus analysis offers a more accurate understanding of a language than intuition but is not widely used in foreign language instruction. This study uses a hermeneutic-phenomenology approach and content analysis to examine the impact of a corpus lite
Externí odkaz:
https://doaj.org/article/b9dae4243d4344dfa65b9093d94869c5
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 81-96 (2024)
This mixed-method study examines Ecuadorian preservice English as a foreign language teachers’ cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnair
Externí odkaz:
https://doaj.org/article/ccdd7936c05241a284cc550e914ab319
Autor:
Gabriel Cote Parra, Alexis A. López
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 97-113 (2024)
This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online
Externí odkaz:
https://doaj.org/article/77050de291f949bdb7f4e0f8fc9da5c3
Autor:
Adriana Montoya, Doris Correa
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 117-131 (2024)
This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, langua
Externí odkaz:
https://doaj.org/article/22bf3a4fba944c6db99656b300cf6e9d
Autor:
Ana E. Sancho-Ortiz
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 133-147 (2024)
Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called “X”) for science dissemination
Externí odkaz:
https://doaj.org/article/2486e51ec9b2407cb85101820fa8c001
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 149-165 (2024)
This exploratory case study analyzes Colombian university students’ experiences as English users during international mobility. Data collected through surveys and interviews were examined based on content analysis and principles of grounded theory.
Externí odkaz:
https://doaj.org/article/7aaf48ce444045528ce5f5e45143491b