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Mohsenishad, Mona; Shirani, Somaye; Kia Heirati, Javad – Cogent Education, 2020
Inspired from sociocultural theory, the present research is an interpretive and qualitative study of teachers' beliefs development through participation in scaffolded dialogues in order to raise their awareness of technology-enhanced language instruction longitudinally. In doing so, 20 teachers, whose informed consent was obtained, were invited to…
Descriptors: Technology Integration, Teacher Education, Professional Development, Scaffolding (Teaching Technique)
Vattøy, Kim-Daniel; Gamlem, Siv M. – Cogent Education, 2019
Systematic observation in educational research highlights a wide diversity of aspects of classroom interactions, yet frequency of score cycles is crucial when analysing dimensions of classroom teaching. The aim of this study is to focus on differences in quality of teaching and loss of instructional time using Classroom Assessment Scoring…
Descriptors: Classroom Environment, Observation, Secondary School Teachers, Time on Task
Öztürk, Gökhan; Gürbüz, Nurdan – Cogent Education, 2017
This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Rind, Irfan Ahmed; Kadiwal, Laila – Cogent Education, 2016
This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data…
Descriptors: Foreign Countries, Institutional Characteristics, Educational Practices, Second Language Instruction
Barnawi, Osman Z. – Cogent Education, 2016
The study referred to in this article adopted a dialogic approach, putting the voices of experienced teachers and supervisors into the form of a dialogue in order to examine how both parties perceive, enact and justify their pedagogical practices in actual school settings. Various sets of data were utilised, including interviews, classroom…
Descriptors: Supervisor Supervisee Relationship, Experienced Teachers, Educational Practices, Interviews