Zobrazeno 1 - 10
of 3 057
pro vyhledávání: '"teacher beliefs"'
Autor:
Elin Ruth
Publikováno v:
Education Inquiry, Pp 1-19 (2024)
Writing is a key component of primary EFL education and the way it is taught can influence pupils’ language learning. To enhance written and overall proficiency, collaborative writing (CW) has been advocated, but few CW studies include teachers of
Externí odkaz:
https://doaj.org/article/15ae2ad6afb747b1be5b19e279d3f601
Autor:
Masoomeh Estaji, Maryam Kogani
Publikováno v:
Language Testing in Asia, Vol 14, Iss 1, Pp 1-19 (2024)
Abstract Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Ir
Externí odkaz:
https://doaj.org/article/13070dbfe93f44a6957bb94ce196cc7e
Publikováno v:
Large-scale Assessments in Education, Vol 12, Iss 1, Pp 1-22 (2024)
Abstract Background Reading and reading comprehension are crucial skills, yet many students in grade 4 struggle with them. To address this, several instructional practices have gained popularity. For one, explicit reading strategy instruction (ERSI)
Externí odkaz:
https://doaj.org/article/970b49151daa4a94b86ecab3f69d11dd
Publikováno v:
Jurnal Paedagogy, Vol 11, Iss 3, Pp 483-495 (2024)
This study aims to investigate the differing viewpoints of teachers and students regarding classroom participation, material delivery, teaching media, and assessment methods in the adaptive learning era. The study employs quantitative method, which i
Externí odkaz:
https://doaj.org/article/08ea0f67c98a4e83a29cec4fac3aaf0c
Publikováno v:
Research in English Language Pedagogy, Vol 12, Iss 2, Pp 261-279 (2024)
Recently, the sources of teachers’ beliefs and modifications in their beliefs have received special attention; therefore, this longitudinal study investigated Iranian EFL teachers’ pedagogical beliefs. The study attempted to track possible altera
Externí odkaz:
https://doaj.org/article/b76322a21d5d464cbf36f789d2597ea2
Publikováno v:
Australian Journal of Applied Linguistics, Vol 7, Iss 3 (2024)
In the past decade, research on EFL teachers’ beliefs about translanguaging has significantly grown. However, little qualitative research has been done on teachers’ translanguaging beliefs and practices and the congruity between them. To address
Externí odkaz:
https://doaj.org/article/a261c665ae3142d38945bfbe05f62e7c
Autor:
Mashael Salem Alsalem
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
This study investigated English as a Foreign Language (EFL) teachers’ beliefs concerning the use of an AI grading tool (CoGrader) for essay scoring and feedback. The study also explored the factors which contributed to those beliefs. EFL teachers (
Externí odkaz:
https://doaj.org/article/649bc64db5fc4cd98a5a4cf78ade09f5
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Publikováno v:
Discover Education, Vol 3, Iss 1, Pp 1-14 (2024)
Abstract The present study explored how Chinese early childhood teachers’ self-perceptions of their pedagogical content knowledge, beliefs, and attitudes towards Social-Emotional Learning (SEL) differ based on their backgrounds. Additionally, this
Externí odkaz:
https://doaj.org/article/e3969d1cdefa402e97322f131507eabe
Autor:
Dandan Sun, Qiaoping Zhang
Publikováno v:
Behavioral Sciences, Vol 14, Iss 10, p 934 (2024)
Teachers’ teaching beliefs encompass the underlying perspectives that they hold. These beliefs significantly influence teacher actions in complex ways, thereby impacting the implementation of curriculum reform. However, existing research has reveal
Externí odkaz:
https://doaj.org/article/b5bce068ce4147768aeac4698f22c457