ethanporcaro/eric-fulltext-meta huggingface dataset:
Local Identity Studies of Gender Diversity and Sexual Orientation in ELT
Author: Castañeda-Peña, Harold
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Gender Issues,Diversity,Sexual Identity,Sexual Orientation,English (Second Language),Second Language Instruction,Models,LGBTQ People,Foreign Countries,Decolonization,Feminism

While it is true that identity studies on the intersection between gender and sexual orientations with language teaching and learning are not new in the local context, the systematization of these studies as a body of knowledge is scarce. This article presents, first of all, a systematization of reference frameworks for this type of studies in historical perspective. Secondly, it presents a reflection on the collective achievements in this field of study. Finally, the article concludes with a brief reflection on potential actions at the research and pedagogical levels
Savoir vs Connaitre in Chinese and Some Thoughts on Lingenierie Didactique
Author: Shann, Wei-Chang
Date: 2020-00-00
Type: Journal Articles
Subjects: French,Chinese,English,Mathematics Education,Foreign Countries,Literacy Education,Curriculum Development

The French near synonyms &quot;savoir&quot; and &quot;connaître&quot; cannot be distinguished in English, neither can the Chinese characters &quot;zhi&quot; [foreign characters omitted] and &quot;shi&quot; [foreign characters omitted]. The author would like to discuss some mathematics educational thoughts developed recently in Taiwan with a French school of mathematics educators who have established, among other achievements, &quot;l'ingénierie didactique&quot; since the 1980s. The Taiwanese ideas originated in 2013 in response to the needs of a guideline for the design of the literacy-oriented mathematics curriculum for the newly implemented 12-year compulsory education. Our key ideas are: (1) think of mathematics as a language; (2) distinguish zhi and shi and the later one is crucial for literacy; and (3) the work and responsibility of an educator is more like an engineer than a scientist. Five years later, we realized that our thoughts might have been very similar to those well established by the Didactique scholars. Therefore, here we are to present our perspectives and to learn from the eminent colleagues.
English Teaching Methodologies of Modern Languages Graduates from a University in Colombia
Author: Encarnación Mosquera, Carmelina
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Modern Languages,Self Evaluation (Groups),Accreditation (Institutions),Bilingual Education Programs,National Programs,Professional Development,College Graduates,College Second Language Programs,Student Attitudes,Selection Criteria,Guidelines,Curriculum Development,Relevance (Education),Teaching Methods,Student Needs,Context Effect,Foreign Countries

Self-assessment for accreditation purposes requires follow-up of graduates and feedback with academic programs. As part of the improvement actions, this study was done to characterize graduates' methodologies in English language teaching. The data, gathered through questionnaires, showed that graduates privilege the communicative and eclectic methods; the criteria for selecting methodologies are based on their relevance in the teaching context and students' learning needs; furthermore, there is a need and expectation to be updated in methodologies according to the guidelines of the National Bilingual Program. It would be relevant that these results were considered in the curricular development of modern languages and in graduates' professional development activities.
An Overview of Public Service Delivery as a Learning Cities in the Local Government Sector
Author: Kaewhanam, Kathanyoo
Date: 2023-00-00
Type: Journal Articles
Subjects: Public Service,Delivery Systems,Local Government,Urban Education,Foreign Countries,Educational Policy,Networks,Supply and Demand,Knowledge Management

This paper will analyze the concept of Public Service Delivery as a Learning Cities in the Local Government Sector. The research has got great potential for Public Service Delivery as a Learning Cities based on the examples of Well-managed local government awards Thailand continuously awarded. The design adopted in the research used quantitative and qualitative methods to identify the most common factors contributing to Public Service Delivery in Learning Cities' backgrounds. The results showed that overall public service arrangements for local authorities for the fiscal year 2022 were good, accounting for 81.92% ([x-bar]=4.10, S.D.= 1.08) . The main points are the development of educational management, the development of learner potential, and the promotion of customs. Traditions, arts, culture, local wisdom, and tourism are at a reasonable level, and public services to promote the city of learning are connected to each issue of public service arrangements. The city of learning policy is managed through the development of policy networks through public learning activities that Knowledge Management and Urban Learning Manager However, analysis to find out. Gap Analysis found that the key gaps needed to be developed: demand side policy and Supply Side of policy Actor is Still very inconsistent. This issue is local; it needs to be more developed.
Pre-Service Language Teachers&apos; Knowledge and Practices of Intercultural Communicative Competence
Author: Esteban-Núñez, María Teresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),State Universities,Teacher Education Programs,Foreign Countries,Intercultural Communication,Communicative Competence (Languages),Cultural Awareness,Practicums,Teaching Methods,Student Attitudes

This paper reports a descriptive case study developed in an English language teaching program at a public university in Colombia. The purpose of this study was to disclose what knowledge a group of pre-service teachers had about intercultural communicative competence and how they considered their approach to this competence in the English classes they had planned during their final pedagogical practicum. The instruments used to collect data were documents, interviews, and a survey. The outcomes were meaningful for the participants as well as for the researcher since it was possible to identify that pre-service teachers understand this competence as a visible concept to be approached in the classes, mainly to refer to and learn about other cultures different from the Colombian and Boyacense ones. It was also identified that the intercultural communicative competence was considered, by these pre-service teachers, as the &quot;dressing&quot; to change the taste of the class.
Possible Impossibilities of Peace Construction in ELT: Profiling the Field
Author: Aldana-Gutiérrez, Yeraldine
Date: 2021-00-00
Type: Journal Articles
Subjects: Peace,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Research Reports,Language Teachers,Databases,Social Justice,Global Approach,Violence,Conflict Resolution,Linguistics

When referring to peace, peacebuilding, and peace education, among others, some similarities and differences among them appear. Although some consider ELT as a peripheral field regarding peace construction, diverse enunciation modalities profile this interest. Inquiring into &quot;what, where, when and who,&quot; I analyzed 55 articles and 36 presentation abstracts for this qualitative study to unveil what is understood as peace construction in ELT. This revision presents six tendencies. Gaps and opportunities of research action for teachers are synthesized. Time/space coordinates of enunciation modalities in peace construction are displayed. I describe who the teachers behind some studies might be, regarding their locus of enunciation. Conclusion remarks around the diverse nature of peace construction are discussed, as representing those links between imagined separated fields.
Assessment of Basic Competencies in Adults: Item Pool Validity and Reliability Study
Author: Toker, Turker
Date: 2023-00-00
Type: Journal Articles
Subjects: Basic Skills,Evaluation Methods,Test Items,Test Validity,Test Reliability,Achievement Tests,Competence,Foreign Countries,Computer Assisted Testing,Verbal Communication,Numeracy,Digital Literacy,Adult Students

Achievement tests are among the most widely used data collection tools to measure the knowledge and skill levels of individuals. For this reason, the existence of valid and reliable achievement tests that can perfectly reveal the competencies that a person should have in any discipline is of great importance. The purpose of this research is to provide evidence for the validity and reliability of an achievement test that will be used to reveal the verbal competencies of adults and the degree of these competencies. In the first part of the study, 1200 multiple-choice questions were prepared from the verbal domain. The prepared items were reduced to 1030 items by passing the expert opinion. Based on the criteria determined by Webb (1997) for the evaluation of learning outcomes, the opinions of field experts and experienced teachers were evaluated. In the second part of the study, a pilot application was made to 3.250 participants across Turkey on the e-platform created. Item analysis with the ITEMAN program showed that the test was valid to some degree. The KR-20 reliability coefficient was found to be 0.77, providing evidence of the reliability of the test. It is expected that the developed test will contribute to revealing basic skills in adults and be used in related research.
Evaluations and Suggestions of Prospective Music Teachers Regarding the Realization of Content Knowledge Courses through Distance Education
Author: Canakay, Esin Uçal
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Distance Education,COVID-19,Pandemics,School Closing,Undergraduate Students,Knowledge Level,Program Effectiveness,Course Content,Preservice Teachers,Foreign Countries,Student Attitudes,Instructional Materials,Teaching Methods,Student Interests,Student Evaluation

Education is one of the most damaged areas due to the corona virus, which has taken the whole world under its influence in a short time. As it is known, in March 2020, because of the COVID-19 pandemic in our country, the distance education started at all levels of education. Dokuz Eylul University carried out this process through a distance education platform created within the university. Department of Music Education undergraduate curriculum includes many practical courses as well as theoretical courses. For this reason, it is thought to be important for the students of the Department of Music Education to evaluate the distance education process, especially for the practice-based music education content knowledge courses. From this point of view, in this study, it is aimed to determine the opinions and suggestions of Dokuz Eylul University Department of Music Education undergraduate students, to evaluate the content knowledge courses conducted through distance education during the COVID-19 pandemic process and to shed light on the distance education applications that may be made from now on. The data of the research was collected by the focus group interview technique. Content analysis were applied for the data collected from the interviews and the findings were revealed. Research results were presented within the framework of suggestions regarding the distance education process of the students, the use of the distance education platform, the materials, methods and techniques used in the courses, measurement and evaluation in distance education, the contribution of the distance education process to their professional development, hybrid education or lessons to be planned with the distance education again.
A Comparison of Teacher Induction Systems in Türkiye, China, New Zealand, and Germany
Author: Baran Kaya, Tugba
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Beginning Teacher Induction,Educational Policy,Faculty Workload,Mentors,Cross Cultural Studies,Teacher Collaboration,Teacher Workshops,Observation,Faculty Development,Program Evaluation

The purpose of this study is to compare Turkish novice teacher induction system with China, New Zealand, and Germany in terms of assignment to teaching, duration of induction, and opportunities provided in programs. Those countries selected are known to have the best practices for induction training. Despite their differing policies regarding novice teacher training, they provide novice teachers with many exemplary aspects of support. The comparison shows that collaboration activities are formalized in three countries, except Türkiye. While novice teachers in Türkiye have the same workload as experienced teachers, novices in the other three countries have a reduced workload and have more free time for education. A mentoring program is being conducted in all countries, including Türkiye. Türkiye has weekly seminars on liberal education topics, while the other three countries have mostly branch-specific seminars. The paper concludes with a discussion of the educational implications of the induction programs.
Artificial Intelligence Literacy Teaching in Social Studies Education
Author: Yetisensoy, Okan
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Multiple Literacies,Social Studies,Relationship,Role,Experiential Learning,Learning Activities,Lesson Plans,Elementary Secondary Education,Grade 6

The increasing role of artificial intelligence (AI) in daily life has led to the emergence of numerous skill sets associated with AI. AI literacy, which is becoming an important citizenship competence, has become a skill that has gained importance in recent years. It is thought that the aim of social studies to prepare students as active citizens of today and the future has made AI literacy a direct subject of social studies education. However, the literature on the relationship between social studies and AI literacy is still scarce. This study aims to explore the relationship between social studies and AI literacy and to discuss the potential role of social studies in teaching AI literacy. In this direction, the concept of AI is defined, and the teaching of AI literacy in education is examined; the teaching of this literacy within the scope of social studies is discussed, and an example of a hands-on activity-supported lesson plan, which can be used in social studies classes, is presented. This study is important in terms of pointing out the potential role of social studies in AI literacy teaching.
Developing Mathematics and Science Teachers&apos; Ability to Design for Active Learning: A Design-Based Research Study
Author: Kickbusch, Steven
Date: 2022-09-00
Type: Journal Articles
Subjects: Mathematics Teachers,Science Teachers,Active Learning,Curriculum Design,Secondary School Teachers,Preservice Teachers,Teaching Methods,Teacher Education,Foreign Countries

This paper describes an approach to working with secondary preservice mathematics and science (M&amp;S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning--on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&amp;S preservice teachers experienced this style of studio, through iterations of learning design sessions and teaching practice. The studio differs from existing models (such as the 'clinical model') through its focus on learning design, the structure of the learning network, and the way that it augments (rather than replaces) existing teacher education. The paper presents results from the study in terms of teacher self-efficacy and self-reported perceptions. It discusses a set of design principles that emerged through the process of developing and testing this model and proposes considerations for researchers or teacher educators looking to use a similar approach in future by focusing on the roles, tasks, and activities for members within the network.
The Effectiveness of Using the Lexical Approach to Developing Ethiopian EFL Learners&apos; Vocabulary Competence
Author: Sewbihon-Getie, Addisu
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Dictionaries,Translation,Comparative Analysis,Vocabulary Skills,Language Tests,Pretests Posttests,Computational Linguistics,Definitions,Intervention,Foreign Countries,Secondary School Students,College Preparation,Psycholinguistics,Educational Resources

This study investigated the effects of teaching vocabulary through the lexical instructional approach in EFL intermediate level students. Ninety-five (95) students participated in a non-equivalent pre-test-post-test quasi-experimental design study. The participants were given vocabulary competence pre-test in order to check their homogeneity in terms of their vocabulary knowledge. Then, following the similitude of the results they scored, the participants were randomly assigned as experimental group and the control group. For sixteen (16) weeks, the experimental group was taught by providing students with chunks and/or collocates of words through using collocation dictionaries, concordance programs, chunk-for-chunk translation activities, and corpus-based activities etc. Whereas, the control group was taught the new words in isolation with conventional teaching techniques; for example, translation at single word level, synonyms, antonyms, and definitions. After the instructional intervention, both groups participated in a vocabulary competence post-test. The Statistical Package for Social Science (SPSS) software version 22 was employed to analyse the results. In this regard, an independent Samples T-test was run and the findings of the study showed that the experimental group outperformed the control group in the post-test which implies that teaching vocabulary with a lexically-based instruction can improve EFL learners' vocabulary competence or knowledge. Furthermore, the study results suggest that the lexical instructional approach should be the focus of future experimental research.
Understanding Basic English Users&apos; Classroom Interaction: A Case Study
Author: Contreras-Espinosa, Ximena Rocío
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Classroom Communication,English (Second Language),Second Language Learning,Second Language Instruction,State Universities,Undergraduate Students,Student Attitudes,Teacher Student Relationship,Language Teachers,Interaction Process Analysis,Foreign Countries,College Second Language Programs

This qualitative case study seeks to understand the importance of interaction in an A1-English language course at a public university in Colombia. Data were collected through six non-participant observations and four semi-structured interviews. Data were organized and analyzed by using MAXQDA software. These instruments provided enough information of the participants' perspectives about the importance of interaction when learning a new language. With these instruments, it was also possible to find the types of interaction that occurred between the participating teacher and students in the observed foreign language classroom. The findings reveal five different interaction patterns that emerged depending on its purpose, who started them, when they occurred, and how they were given.
Write On, Women! Discovering Personal Skills through Feminist Pedagogy and Narratives
Author: Rallón, Ana Olga
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Skill Development,Writing (Composition),Feminism,Personal Narratives,Females,Business Communication,Letters (Correspondence),Job Search Methods,Student Employment,Student Empowerment,Self Disclosure (Individuals),Religious Factors,Resilience (Psychology),Values,Decision Making Skills,Self Management,Responsibility,Problem Solving,Medical Students,Resumes (Personal),Foreign Countries

In this pedagogical proposal, we utilized Feminist Pedagogy and narratives to reveal women's skills that they had silenced in their cover letters for employment. Five females' narratives were analyzed using aspects of the grounded theory method to answer the question: &quot;What do women's narratives reveal about their personal skills otherwise silenced in their cover letters?&quot; The results showed that women find strength in their spirituality, as well as demonstrating loyalty, flexibility, respectfulness, and resilience. All of the women wrote about their decision-making abilities, which included organization, responsibility, and problem-solving. Finally, the stories revealed that women's ability to make choices defined their freedom and their future.
Pre-Service Teachers&apos; Self-Efficacy during Professional Experience through COVID-19: A Large-Scale Survey of Pre-Service Teachers at a Regional University in Australia
Author: Leach, Tania
Date: 2022-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Professional Development,COVID-19,Pandemics,Foreign Countries,Teacher Education,Classroom Techniques,Teaching Methods,Learner Engagement

Throughout 2020, the world was significantly impacted by the COVID-19 pandemic. In the context of higher education, the pandemic critically affected professional experience, a core component of teacher education. This paper shares data from a large-scale survey about teachers' sense of self-efficacy and the impact of COVID-19 on professional experience. Findings showed that the disrupted context had a moderate effect of pre-service teachers' self-efficacy in relation to their classroom management, instructional strategies, and student engagement. Qualitative results illuminated that the modes of learning, changing classroom contexts and communication between the pre-service teachers, school and their university were the underlying contextual factors that impacted pre-service teacher's self-efficacy. Implications from these findings challenge universities to consider how to best support pre-service teachers' progression in times of disruption and consider how Initial Teacher Education (ITE) programs prepare pre-service teachers to teach in disrupted classrooms.