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Mostafa Nazari; Sedigheh Karimpour; Ismail Xodabande – Journal of Education, 2024
Recent iterations of online education emphasize gaining a deeper understanding of teachers' professional skills, competencies, and performances. In line with this growing scholarship, the present study adopted an interpretative phenomenological analysis approach and examined Iranian English language teachers' emotion labor in response to online…
Descriptors: English (Second Language), English Teachers, Language Teachers, Emotional Experience
Sugimoto, Amanda T. – Journal of Education, 2021
Demographic and policy shifts in U.S. schools have contributed to English learners enrolling in schools with historically few English learners. This phenomenological study used interview data to identify dilemmas that one elementary teacher navigated while working with the sole English learner in her classroom. This context has the potential to…
Descriptors: English Language Learners, Teacher Attitudes, Elementary School Teachers, Equal Education
Rimbey, Michelle; McKeown, Margaret; Beck, Isabel; Sandora, Cheryl – Journal of Education, 2016
This descriptive study explored how teachers implemented interactive practices during vocabulary instruction after participating in a professional development initiative comprised of an initial workshop to provide an overview of vocabulary research and instruction, opportunities for teachers to receive targeted feedback on audiotaped classroom…
Descriptors: Vocabulary Development, Reading Instruction, Professional Development, Educational Practices