In-class Practices Research Articles

Differences between a teacher educator’s and prospective classroom teacher’s talk-based strategies for fostering academically productive classroom talk

ABSTRACT The current study presents complex comparative classroom discourse analyses for understanding teacher educators’ and candidate teachers’ talk-based strategies for potentially fostering academically productive classroom talk. Two participants’ in-class teaching videos regarding talk move and interactional pattern typologies, as well as communicative approach orientations, were analysed. A multifaceted, comparative analysis was conducted to portray how and to what extent teacher educators and their students as candidate teachers enact different in-class practices surrounded by talk-based strategies in promoting intellectual activity. A systematic observation approach followed, including theory-laden and data-driven coding and quantifying the three interrelated aspects of the classroom talk for presumably promoting intellectual productivity. The educator used the talk moves more effectively than the candidate teacher to create an argumentative classroom setting, encouraging the students to comment on and enrich each other’s claims, encouraging the students to present reasonable arguments, and engaging the students in the metacognitive activity. The educator was also able to sustain more open-ended chains of interactions in addition to the interactive-dialogical communicative approach orientation compared to the candidate teacher. The qualitative and quantitative differences are discussed, and educational implications are presented, especially in teacher noticing.

An Investigation of the Impact of the High School Entrance Exam on the Teaching of English

English education programs are updated to keep up with the new trends and approaches. Curriculum designers introduce the changes into the curriculum. Since the teachers are expected to prepare students for the high-stakes exams, these exams are one of the problems that teachers face during their classes because of the preparation process. This study is therefore set out to determine the effects of high-school entrance exams on the implementation of the English curriculum. The methodological approach taken in this study is a mixed methodology based on the teachers’ views. 201 EFL teachers working at lower secondary schools filled the questionnaire regarding their in-class practices. Among the teachers, 10 teachers are interviewed by taking ample notes. To collect the quantitative data, web tools are utilized due to the vexatious process of Covid-19 days. The results of the study reveal that the high-school entrance test has negative effects regarding the approaches and methods employed in the classes. Furthermore, the classroom practices differ in different grades. The negative washback effects of high-stakes tests outweigh the positive ones in terms of the use of English language in a communicative way.

Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education

Recent years have witnessed an exponential growth in interest in teaching English to young learners (TEYL) across the world. Pivotally, there is some research focusing on in-class practices and teacher pedagogy on this issue, yet young learner teacher education has not been given much attention. Many teacher education programs in different countries prepare their pre-service teachers for young learners by offering TEYL courses without providing them with real classroom experiences. To this end, the researchers initiated a practicum project in which pre-service EFL teachers taught English to young learners besides taking the TEYL module at the university. Drawing on semi-structured interviews with 21 participants, it was aimed to examine the effectiveness of a practicum-integrated TEYL teacher education program. The findings revealed that practicum provided teacher candidates with a range of benefits in terms of putting young learner knowledge into practice, developing teaching skills, designing age-appropriate lessons and materials, and gaining confidence with TEYL. Different from previous practicum-related studies, the current study showed that practicum helped pre-service teachers have clearer minds on their future careers and teaching contexts in that some participants would choose to work with older learners considering the distinctive characteristics of children. This study offers implications for pre-service teachers and teacher education programs for training young learner English teachers more effectively.

Examining the Fourth Grade Turkish Textbook and Classroom Teachers’ In-class Practices in Vocabulary Teaching

This study was conducted to identify the activities aimed at improving vocabulary included
 in the fourth grade Turkish course and textbook, the opinions of classroom teachers in this
 regard, the strategies, practices and activities they used for this purpose, and the time they
 spent on this in the teaching-learning process. The research was carried out as a case study,
 one of the qualitative research designs. In the data collection process of this study, an
 activity identification table was used for examining the Turkish textbook, a structured
 observation form was used for classroom observations, and a semi-structured interview
 form was used for interviews with the participants. Descriptive analysis and content
 analysis techniques were used for data analysis. As a result of the study, it was determined
 that the distribution of activities in the textbook, which is acknowledged as one of the
 important tools for supporting the development of vocabulary, varied depending on basic
 language skills. It was concluded that in the Turkish course teaching process, teachers
 included 14 different activities related to vocabulary instruction, using 19 different
 methods, techniques and strategies, in line with the textbook. The results obtained from the
 observations and interviews revealed that teachers did not have adequate knowledge about
 the methods, techniques and strategies that they used to improve vocabulary, and that
 therefore, they were unable to appropriately use the implementation steps required for the
 strategies.

Pedagogical Awareness in Primary Schools: The Role of Teachers in Creating Stressful Events and their Impact on Future Primary Teachers’ Development

Despite the evidence supporting the significant role of school life events on students’ learning and well-being, little attention is currently reserved for school life events in the literature. In the case of mathematics, there is an agreement that school life events related to primary teachers’ in-class practices and perceived as stressful by students, affect negatively the quality of their learning. Within a framework combining cognitive and pedagogical approaches, we investigated stressful school life events in primary educational settings and their relation to a teacher’s pedagogical knowledge. For the study, data were collected by interviewing a cohort of future primary teachers about their experiences when they were pupils. By using a qualitative text analysis approach, we identified three thematic groups of school life events. We conclude by highlighting the need for communicating to the wider academic and teacher community the vital role that stressful school life events play on students’ learning and well-being. Keywords: schools life events, pedagogy, primary teachers, primary mathematics education

Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education

The recent years have witnessed an exponential growth of interest in teaching English to young learners (TEYL) across the world. Pivotally, there exists some research focusing on the in-class practices and teacher pedagogy on this issue, yet young learner teacher education has not been given much attention. Many teacher education programs in different countries prepare their pre-service teachers for young learners through offering TEYL courses without providing them with real classroom experiences. To this end, the researchers initiated a practicum project in which pre-service EFL teachers taught English to young learners besides taking the TEYL module at the university. Drawing on semi-structured interviews with 21 participants, it was aimed to examine the effectiveness of practicum-integrated TEYL teacher education program. The findings revealed that practicum provided teacher candidates with a range of benefits in terms of putting young learner knowledge into practice, developing teaching skills, designing age-appropriate lessons and materials, and gaining confidence with TEYL. Different from previous practicum-related studies, the current study showed that practicum helped pre-service teachers to have clearer minds on their future careers and teaching contexts in that some participants would choose to work with older learners considering the distinctive characteristics of children. This study offers implications for pre-service teachers and teacher education programs on training young learner English teachers more effectively.

The reflections of the inclusive student's active participation in out-of-class school activities on social development

It is expected that students with special needs participating in inclusive education will be able to meet their educational needs within the formal education system, spend time with their peers, and integrate with the society in an environment where they can display their interests and talents. Inclusion students are required to participate in some school activities outside the classroom as well as in-class practices and activities that enable their development. In this study, a case study, which is one of the qualitative research designs was used. The active participation of a student with special needs in a total of 18 school activities in the 2021-2022 academic year constitutes the implementation process. After the application, the impressions of the school stakeholders about the student participating in the out-of-class school activities were determined by the interview method. Research data were collected with “Image Records”, “Observation Checklist” and “Mastering Student Evaluation Form” prepared by the researcher. The records obtained during the activity were analyzed descriptively in the categories of developing relationships and taking responsibility. The views of six participants, who were observers of the student's social development, were analyzed descriptively. The findings obtained from the research showed that active participation in out-of-class school activities contributed significantly to the social development of the inclusive student.

The Effects of Group Mentoring on Teachers’ Classroom Activities: An Instrumental Case Study

As the technologies in the field of education are becoming more and more sophisticated, continuous professional development for teachers is gaining increasing importance. Therefore, teachers need to improve themselves to grow more competent professionally, to adapt to innovations in their field and to be aware of their competencies throughout their professional careers. A support for professional development can be given to teachers through in-service training programs or mentoring practices. This study aims to improve chemistry teachers' adaptation to the renewed curriculum with a group mentoring program and to determine the effects of this program on professional development of teachers by individually and as a group. The study group consists of four (three males, one female) chemistry teachers working in the central districts of the province of Trabzon in Turkey. A Course Evaluation Form developed by the researchers was used to examine the effect of the teachers’ mentoring support experiences on their classroom practices. Each teacher was observed before, during and after the mentoring. Every one of the classroom teaching practices was video-recorded. The video recordings were analyzed according to the themes and codes in the course evaluation form. The findings show that there is a change in teachers' in-class practices before, during and after the mentoring, and while this change shows continuous improvement in some cases, it is variable or stationary in some others.

Opinions of Teachers Regarding the Turkish Education of Bilingual Turkish Children in Greece

Turks living in Greece are able to receive education in their mother tongue within the framework of minority rights. The mother tongue education of bilingual children has a significant effect on the development of the other language. The greatest responsibility in this regard lies with teachers. The experiences of the teachers who teach the mother tongue of the Turkish minority in Greece, their in-class activities, identifying problems related to curriculum and the students and finding solutions to these problems are important for the education and future of Turkish children in the region. The aim of this study is to determine the problems encountered in mother tongue education and to offer solutions by seeking the opinions of the teachers who teach Turkish in Greece about the lessons, students, in-class practices, curriculums and textbooks. “Phenomenological design”, a qualitative research method, was used in this study. The sample group consisted of 23 teachers who teach Turkish to Turkish students between the ages of 6-15 in Greece. A semi-structured interview form was used. Descriptive analysis was applied to the data obtained from the interviews.The theme, codes and categories were identified.For this study, the theme was determined as “Turkish Teaching in Greece” and the categories were identified as “Language Skills”, Reflections of Bilingualism”, “Materials – Tools and Instruments for Lessons”, “Classroom Activities which Students Enjoy” and “Problems Related to the Education System”. Findings of the research discussed general problems regarding the education of Turkish students in Greece, the impact of bilingualism, teacher proficiency, lack of materials and minority status.

Primary school teachers' opinions on social justice in life studies lessons and in-class practices

Education is of great importance for the inclusion of persons in society. While education is so important, unfortunately, not all students can benefit from education opportunities offered equally. Problems experienced in reaching quality education that put students at a disadvantage situation can be listed as social differences, gender, language, ethnicity, family structure, socioeconomic status, and having special needs. This study aims to examine teachers' opinion to some students' situation about their disadvantageous in the classroom and how the primary school teachers minimize this disadvantage and furthermore what they do to about social justice in the classroom environment. For this aims, five schools with disadvantaged students were selected to determine the participants of the study, and 10 teachers who voluntarily agreed to participate in the study were selected from the teachers in these school. In this study, case study design, one of the qualitative research methods, was preferred and interview method was used for data collection via semi-structured form. According to the results of the study, it was determined that the teachers' work for disadvantaged students focused on " peer collaboration", "forming heterogeneous groups" and "respecting different cultures". It was stated that when they made these practices, the problems of the students decreased and they improved academically and socially.

Cultivating Effective Marketing Student Teams: Making Instructors’ Tacit Theories Visible

Teamwork skills are important contributors to classroom learning outcomes and graduate employability. Although much has been reported in the literature about the components and characteristics of effective marketing student teams, less is known about how such knowledge is conceptualized and cultivated by frontline marketing instructors. This study applies a perspective of tacit theory to in-depth interviews with frontline instructors in undergraduate marketing courses. Our findings, summarized in a framework of adaptive cultivation of effective teams (ACET), highlight how instructors perceive effective teamwork as a dynamic interaction between three interwoven components of team effectiveness (team composition, team member behavior, and team culture) and adjust their interventions across these components. Overall, this study uncovers instructors’ tacit theories of cultivating effective marketing student teams, and how these tacit theories impact in-class practices.

Pre-Service Teacher Performance and High-School Student Uptake of Oral Corrective Feedback in EFL Classes in Da Nang

The study investigates how pre-service EFL teachers at the University of Foreign Language Studies – the University of Danang (UFLS – UD) perceive and perform oral corrective feedback (OCF); as well as how high-school students respond to OCF. The questionnaire was given to a random group of 32 pre-service teachers, ten classroom observations were made, and five trainees were interviewed. The results demonstrate the types, timing, and target errors of OCF given to learners by novice teachers. Furthermore, despite some matches and mismatches between perception and in-class practices of OCF types, the majority of trainee teachers were aware of the significance and efficiency of correcting verbal errors. As a result, while there were some cases of needs-repair or no uptake produced by learners, successful repairs recorded predominated. The study concludes with practical recommendations to promote future EFL teachers' feedback-giving practices at UFLS-UD in enhancing their professional growth and students' speaking performances at high schools in Danang.

Interdisciplinary Use of Argumentation among Religious Education and Philosophy Teachers-in-Training

Using document analysis, religion and philosophy pre-service teachers’ reflections on argumentation and in-class argumentation practices, which were received online, during the Special Teaching Methods course were examined. These documents included reflections of pre-service teachers on argumentation and in-class argumentation practices. Findings emerged in three dimensions: (a) the benefits of the use of argumentation (awareness and motivation skills, teaching via argumentation-based instruction), (b) difficulties in using argumentation (learning environment and motivational factors), and (c) suggestions, in which themes and codes were created in light of such dimensions. The acquired dimension of the use of argumentation consists of the themes of awareness, motivation, skills, and teaching. With regards to suggestions that can be drawn from this document analysis, both religious education and philosophy pre-service teachers stated that preliminary preparations should be made to apply the argumentation technique to the teaching process. The results offer insight on the integration of this technique into teaching as an instructional tool. As an important epistemological exercise, argumentation can be attained as a skill set during formal school education which may facilitate the integration of knowledge.

A contribution of fanfiction writing to improving voice and fluency of learners of Japanese from an agentic perspective

This study explores the possibilities of using fanfiction as an out-of-class mediating tool to enhance in-class writing development in distance learning environments. For this purpose, seven Japanese language learners participated in an out-of-class fanfiction writing activity during their spring break. Since the notion of agency is reactive to different learning contexts, it was employed to bridge classroom-based and out-of-class learning practices. To assess learners' level of agency, participant observation and three semi-structured interviews were conducted before, during, and after the fanfiction activity. The data drawn from interviews were analyzed as per the relationships between agency, engagement, self-regulation, autonomy, and investment. First, the issues and stressors that inhibited learners from active participation in in-class learning were identified. Then, a comparison of the agency level regarding learners' in-class practices before and after their participation in the fanfiction activity was made. The results of the analysis indicate that learners' level of agency was developed, and several positive attributes of agentic learners were observed. Furthermore, learners capitalized on affordances of their dynamic interactions with fanfiction writing as they became more fluent in in-class writing and fostered their ability to express their voice.

Examining the Emotional Semantic Orientation of Gifted Students Towards the Flipped Learning Model

The aim of this study was to examine the emotional semantic orientation of gifted students towards the flipped learning model (FLM). An explanatory sequential design, one of the mixed research methods, was utilized in this research. Participants were 53 gifted students, who continued their education in a Science and Art Center in the Eastern Anatolia Region, in the first semester of the 2019–2020 academic year. Participants stated the FLM to be fun, different, instructive, useful, advantageous, and flexible in terms of in-class practices. They also found the FLM to be fun owing to its features such as facilitating learning, being flexible, and providing opportunities for practice. Moreover, the participants regarded the FLM as fun, useful, advantageous, flexible, and effective in terms of out-of-class practices. Another result was that no significant difference was found between the emotional semantic orientations of the female and male gifted students in terms of in-class practices. However, in terms of out-of-class practices, there was a significant difference between the scores obtained from the answers given for the effective-ineffective adjective pair in favor of male participants, while there a significant difference between the scores obtained from the answers given for the fun-boring adjective pair in favor of female participants. Investigation of integrating hybrid learning approaches such as the FLM and evaluating students’ cognitive and affective developments in other disciplines and subjects should be conducted to obtain more data on this approach.

Cultivating STEAM Literacy: Emphasizing the Implementation of the Arts through Reading Practices Supporting the Asian Diaspora

Abstract This paper explores the cultivation of STEAM literacy through the employment of practices derived from traditional reading strategies. This teaching and learning framework focuses on utilizing multimodal texts to increase exposure and opportunities for students to creatively explore diverse realms of STEM through the arts. Featuring student-centered endeavors through self-selected texts and in-class reading practices followed by tiered scaffolded discourse engagements, this framework initiates greater interest, autonomy, and culturally and linguistically authentic practices enhancing STEAM literacy. Embedded in the implications is the deconstruction of frequently aggregated STEM data that “overrepresents” the Asian demographic. Using the lens of the model minority myth, this paper attempts to disaggregate the Asian category, illuminating the actual diaspora that makes up the Asian and Asian American communities, many of which are not represented in STEM fields. Through more reading opportunities and fostering discourse practices, the arts contribute greater inclusion, cultivating STEAM literacy for all students.

Opinions of Teacher Candidates on Inclusive Education: A Parallel Mixed Method Study

In this study, teacher candidates’ attitudes, self-efficacy perceptions towards inclusive education, and their situation towards in-class practices were determined. A total of a hundred thirty three pre-service teachers participated in the research voluntarily. The study was designed according to the parallel mixed methods research in which both quantitative and qualitative data (QUAN + QUAL) were used together. As data collection tools, “Attitude Scale towards Inclusive Education”, “Self-Efficacy Scale for Inclusive Education” and “In-class Practice Scale for Inclusive Education” were used. In addition, during the collection of qualitative data, teacher candidates were asked to complete the statement, “In my opinion, inclusive education is like…. because….” To determine their metaphorical perceptions. When the results of the study were examined, teacher candidates, it was determined that the perceptions of self-efficacy towards inclusive education and the concern for personal equipment differ in terms of various variables. In addition, the participants chose the positive metaphors that they produced for inclusive education. Among these metaphors, respect for differences, acceptance of diversity is expressed as coexistence due to the structure of inclusive education that unites society.

Reviewing of Teachers’ Professional Competencies for Inclusive Education

This study aims to review the professional competencies of classroom teachers for inclusive education according to different variables, to obtain information about teachers’ in-class practices and to evaluate their perceptions of professional competencies in depth. The research is a mixed-method study and carried out using the trilinguation. The quantitative data were collected from 203 classroom teachers and the qualitative data from 58 teachers. The data were collected using the “Professional Competency Scale for Teachers on Inclusion” and a semi-structured interview form. The validity and reliability studies of the scale were repeated. The research determined that the professional competencies of participating teachers regarding inclusive education are at a high level, professional competency does not differ according to the variables of gender and seniority, and the professional competency levels of teachers regarding inclusive education differ according to the number of students affected by disability. Besides, it was determined that participant teachers carried out similar classroom practices for their students affected by disability and generally, had a perception that not every student could learn.

Determining Practices of Classroom Teachers Who Have Mainstreaming and Special Needs Students in Their Classes

The aim of this research is to determine, interpret and provide recommendations on instructional practices and evaluation of classroom teachers working with mainstreaming students at schools in the North Cyprus. A qualitative research method was used in the research. Data was collected through semi-structured interviews as one of the qualitative data collection methods. The interview form used in the research included 10 questions related to design and teaching practices as well as evaluation of the effectiveness of the instruction. Interviews were conducted with 12 classroom teachers working at mainstreaming classes under the North Cyprus Ministry of National Education and all interviews were recorded. These data were transferred to a digital environment where they were interpreted as code titles. The results showed that classroom teachers carry out in-class practices for teaching methods and activities of their mainstreaming students, and benefit from visual materials that they prepared with an assistant teacher. However, the classroom teachers also stated that they are unable to allocate time for their mainstreaming students because of the large numbers of students in the class and therefore they send their mainstreaming students to the special education teachers in their schools. It was determined that classroom teachers make their evaluations based on the level, interest and ability of students when evaluation the effectiveness of teaching.

Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.