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Connecting to Figure Out How to Teach ESOL: A Grounded Theory ...
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Épistémologie et méthodologie de l'observation de l'agir professoral : Didactique et pédagogie en formation d'enseignant.e.s de langue
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In: https://halshs.archives-ouvertes.fr/tel-03360854 ; Education. Cergy Paris Université, 2021 (2021)
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屏東縣幼兒客語沉浸師資培育成效與教學實踐現況研究 ; Teacher Training Efficiency and Teaching Practice of Preschool Hakka Language Immersion Teachers in Pingtung County
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Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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A Prática de Oralidade no Ensino-aprendizagem de Língua Portuguesa no 3º Ciclo do Ensino Básico e Ensino Secundário na Guiné-Bissau
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Da produtividade morfológica à criatividade linguística - um percurso formativo de magia
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SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY
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Beliefs and Relationships Matter: Critical Pedagogy Tenets As A Foundation For Changing Teacher Practice
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Secondary school science teachers’ Pedagogical Content Knowledge (PCK) in their classroom practice
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Pedagogy of English and mathematics teachers in middle to high fee-paying private schools in Ashanti Region in Ghana
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Abstract:
The prevalence of private schooling in the sub-Saharan region is growing in size and importance in many diverse country contexts. In Ghana, the government views private schools as a supplement to educational provision, and considers middle to high fee-paying private schools as having good quality as assessed by examination results. However, there is limited empirical research on the pedagogical practices in such schools and what the notion of education quality means. This study employs a qualitative research approach comprising interviews with, and classroom observations of, two Mathematics and two English teachers in two middle to high fee-paying private schools in the Ashanti Region in Ghana, to explore the characteristics of their pedagogy. The findings suggest that Mathematics and English pedagogies were constructed in three different ways. Firstly, pedagogies employed a combination of techniques including repetition, recitations and activity-based learning, featuring group and paired work activities. Secondly, the pedagogies sought to make learning relevant. Thus, the teachers related their subject matter to the students’ backgrounds. Thirdly, the teachers also emphasised the affective dimension of pedagogy by nurturing and sustaining an inclusive classroom climate of respect, love, joy and care. The findings again showed that the teachers constructed their own positive identities and roles in the teaching and learning process as another phase of their pedagogies, based on their professed beliefs and the values by which they live. The study adds to the limited knowledge base about pedagogy in private schools in Ghana. Specifically, it argues that the characteristic picture of the African teacher using mainly transmission practices may be unduly simplistic. The study confirms the argument that good pedagogy leading to quality outcomes, can be achieved “even in resource constrained contexts,” (Sayed & Ahmed, 2011:110). Again, the study shows that “deficit model” that African teachers are not reflective and are unable to make appropriate decisions and judgements may not be wholly accurate, in agreement with Akyeampong et al. (2006:172) who also believe that teacher pedagogies depict “a conception of student-centred approaches in African classrooms”. The research suggests that effective pedagogy requires both an undertaking of context, as well as a focus on affective dimensions, and that teacher professional development for all teachers should comprise both.
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Keyword:
LB1025 Teaching (Principles and practice); LG497 Ghana
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URL: http://sro.sussex.ac.uk/id/eprint/100962/
http://sro.sussex.ac.uk/id/eprint/100962/1/Amponsah-Efah,%20Iris.pdf
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| 11 |
Problemas associados ao conhecimento e uso do infinitivo pessoal e do conjuntivo futuro por estudantes de português como língua estrangeira
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Lecturers' identities and practices in English-medium instruction at a Catalan University: an ethnographic study
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule ...
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Formen der (Re-)Präsentation fachlichen Wissens. Ansätze und Methoden für die Lehrerinnen- und Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften
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Interdisziplinäre Tagung "Formen der (Re-)Präsentation Fachlichen Wissens - Ansätze und Methoden für die Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften" (2018 : Kiel). - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 262 S. (2020)
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Entre poesia e magia na construção de aprendizagens nos 1.º e 2.º Ciclos do Ensino Básico
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Lecturers' identities and practices in English-medium instruction at a Catalan University: an ethnographic study
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In: TDX (Tesis Doctorals en Xarxa) (2020)
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Investigating Teachers’ Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China
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Potential Roles of Speech-Language Pathologists in Advancing Early Intervention and Prevention within a Multi-Tiered System of Supports (MTSS) Framework
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In: Graduate Theses and Dissertations (2020)
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| 20 |
Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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