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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 106 1 Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness Christine Möller-Omrani; Ann-Kristin H. Sivertsen In: Languages; Volume 7; Issue 2; Pages: 109 (2022) BASE Show details 2 Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers Caspillo, Warrelen D.. - : Universidad de Granada, 2022 BASE Show details 3 A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education ... Cutrim Schmid, Euline. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 4 Perception de l’intégration des outils numériques dans l’agir professoral : une étude de cas auprès de trois enseignants de FLE ... Xue, Lin. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 5 SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ... Shoshin, Serguei. - : figshare, 2021 BASE Show details 6 SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ... Shoshin, Serguei. - : figshare, 2021 BASE Show details 7 Perception de l’intégration des outils numériques dans l’agir professoral : une étude de cas auprès de trois enseignants de FLE Xue, Lin. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 8 A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education Cutrim Schmid, Euline. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 9 Teacher cognition in EFL teaching: A study of non-native English- speaking teachers of English for Arabic-speaking students in Egypt with a particular focus on vocabulary Tayel, Ahmed Awad Mohamed. - : University of Otago, 2021 BASE Show details 10 Digital Stories Students Tell: An Exploration of Doctoral SLA Students’ Beliefs about Storytelling and Educational Technology Mannion, Patrick. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 11 The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning Enow, Linda; Goodwyn, Andrew. - : Taylor and Francis Ltd., 2020 BASE Show details 12 Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation Yang, X; Teng, Y; Gu, Z. - : Van Yuzuncu Yil University, Turkey, 2020 BASE Show details 13 L'EDUCAZIONE LINGUISTICA NELLA SCUOLA PRIMARIA: STATO DELL'ARTE E FORMAZIONE DEGLI INSEGNANTI. ESITI DI UN'INDAGINE IN LOMBARDIA SOLERTI, PAOLA. - : Università Cattolica del Sacro Cuore, 2020. : MILANO, 2020 BASE Show details 14 A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE Wan Noor Miza wan Mohd Yunus In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020) BASE Show details 15 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 16 The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use Cichocka, Joanna Franciszka. - 2020 BASE Show details 17 The influence of overseas professional development experiences on the cognitions and practices of EFL teachers: a cross-case analysis of two Saudi universities Alhuwaydi, Esraa Saad A. - 2020 Abstract: The Saudi educational context has undergone several developments in the past few years, particularly in the field of teaching English as a Foreign Language (EFL). One of the ways through which such development is sought is by replacing traditional, teacher-centred instructional approaches with more communicative and learner-centred approaches. To help achieve the aims for educational development, the government implemented several professional development initiatives, including an overseas scholarship program for instructors in higher education institutions. University EFL instructors are required to complete a postgraduate degree in a native English-speaking country. Once they return to their Saudi universities, these instructors are expected to contribute to educational development in the local EFL context and implement knowledge and skills that they had developed overseas. This includes implementing teaching approaches that enhance Saudi learners' linguistic and communicative competence (Barnawi & Alhawsawi, 2017; Tatweer, 2007). This qualitative research utilises a multiple case study approach, in which the cases are two Saudi universities, to explore the experiences of female teachers who have completed overseas postgraduate programs and returned home to teach EFL in the two universities. The purpose of this thesis is to understand the influence of extended, overseas professional development experiences on the Language Teacher Cognition (LTC) and observed practice of Saudi EFL teachers. This study also highlights the role of the local teaching context in influencing how returnees implement their overseas-developed cognitions. Analysis of data findings is underpinned by Vygotsky’s (1978) sociocultural theory of learning, framed within a social-constructivist research paradigm. Borg's (2006) LTC framework is utilised as a guide for conceptualising the influence of various life experiences on teachers' cognition development. Several qualitative data collection methods are adopted, including interviews with teachers and supervisors, document reviews and classroom observations. The participants are 10 female teachers (five from each university) and 2 supervisors (one from each university), with a total of 12 participants. Data from each teacher was collected through two semi-structured interviews and two classroom observation sessions. One semi-structured interview was also conducted with each supervisor. Additionally, institutional documents regarding teaching guidelines were collected from each university. The findings highlight that, during their overseas educational experiences, the teachers underwent multidimensional developments that persisted for years after they had returned to the Saudi context. These developments are represented by transformations and expansions in teachers’ cognitive and affective dimensions, and include developed pedagogical notions, teaching approaches, professional identities and professional agency. Teachers’ observed classroom practices highlight their varied capacity to implement communicatively oriented and learner-centred practices in local classrooms. The translation of cognitions into practices was found to be influenced by factors relating to each teacher as an individual. Additionally, cross-case analysis of the two universities highlighted several contextual factors relating to the wider institutional context, which influenced teachers’ implementation of their overseas- developed cognitions. The study contributes to understanding the nature of Language Teacher Cognition (LTC) and how it develops during extended overseas education experiences. It identifies personal, social and contextual factors which influence the translation of teachers' developed cognitions into practices. Several recommendations are made that can help Saudi educational officials to capitalise on the knowledge and skills that returnee teachers acquire from overseas. Implications are also discussed for advancing educational reform in the Saudi higher education context. Keyword: 1303 Specialist Studies in Education; College of Arts and Education; EFL; English as a Foreign Language; language teacher cognition; professional development; Saudi Arabia; teachers; university URL: https://vuir.vu.edu.au/41776/1/ALHUWAYDI_Esraa-thesis.pdf https://vuir.vu.edu.au/41776/ BASE Hide details 18 Multilinguisme en situation d'enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible Xue, Lin In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal.archives-ouvertes.fr/hal-02491234 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2019, 2, pp.53-69. ⟨10.18452/20621⟩ (2019) BASE Show details 19 Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible ... Xue, Lin. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 20 Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019 BASE Show details Page: 1 2 3 4 5 6

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