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HarMA+ Project: European Landscape of Teaching Practices and Pedagogical Innovation in HMEI’s - Harmony and Music Analysis Fields

100%
Gioveni S., Skupin R.
Aspekty Muzyki
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2021
|
issue 11
143-153
2
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Praktyki pedagogiczne i ich rola w rozwijaniu umiejętności interpersonalnych u kandydatów do zawodu nauczycielskiego

100%
Żuchelkowska K.
Rocznik Lubuski
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2017
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vol. 43
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issue 1
231-243
EN
Teaching practices are an important part of teacher education. They create an opportunity to apply theoretical knowledge in practice, allow candidates to become familiar with the specificity of the teacher’s profession, help develop professional competences, and provide a broader outlook on education. It is possible to say thus that good teaching practices are the best teacher.
PL
Praktyki pedagogiczne są bardzo ważnym składnikiem edukacji nauczycielskiej. Dzieje się tak dlatego, gdyż stwarzają okazje do wykorzystania wiedzy teoretycznej w działaniu praktycznym. Pozwalają też poznać specyfikę zawodu nauczycielskiego, rozwijają kompetencje zawodowe i umożliwiają szerzej spojrzeć na edukację. Dlatego można powiedzieć, że dobra praktyka jest najlepszym nauczycielem.
3
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Adopting Lesson Study to Enhance Pre-Service Teachers’ Pedagogical Knowledge

100%
Triyanto, Handayani R. a. D.
The New Educational Review
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2019
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vol. 56
244-254
EN
Most pre-service teachers work individually in preparing their teaching and learning activities and rarely work closely with others. The purpose of this research was to investigate pre-service teacher pedagogical knowledge through lesson study. Data were collected with the use of an interview and observation. Qualitative data were analyzed in four stages: organizing data, exploring and sorting data, descriptive analysis, invention interpretation, and validation. Results indicated that lesson study enhanced pedagogical knowledge of the pre-service teacher in planning, preparation, teaching strategies, problem-solving, classroom management, questioning skills, and assessment. Lesson study enhanced the pre-service teacher’s experience by comprehensively focusing on all facets of school in learning and teaching settings offering learning experiences.
4
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STRIVE to improve educational outcomes: supporting students with disabilities in the general education classroom

88%
Schrauben K. S., Owen-DeSchryver J., Cale S.
Psychologia Wychowawcza
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2019
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vol. 58(16)
171-185
EN
Increasingly, students with a variety of disabilities are being included in general education settings; however, many of these students have academic, behavioral, and social challenges that can interfere with their participation and performance. Teachers and school professionals supporting students with disabilities need effective and efficient strategies that can improve student outcomes. This paper describes a set of six domains of research-supported practices that can be implemented to support students. These practices are organized using the acronym STRIVE: Social supports, Teaching practices, Rewards and motivation, Independence, Visual supports, and Engagement. We include examples of how these practices can be used class-wide to support all students, and how they can be adapted to support specific students with disabilities. Practitioner-friendly applications and resources are included to support implementation within school settings.
5
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“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

75%
Calafato R.
Studies in Second Language Learning and Teaching
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2021
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vol. 11
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issue 4
579-606
EN
To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.
6
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Le réseau social en classe de F.L.E. : pratiques des étudiants et des professeurs en Roumanie

75%
BUNDUC M.
Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies
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2018
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vol. 10
137-155
EN
The research for this article was conducted to illustrate the relationship between social media use and its effect on studying. We found out that there is a relationship between social media use and its impact on teaching and studying, more precisely, that social media can be used with a collaborative purpose while working on a research project and it can strengthen the relationships between students and teachers as well. Over 75 students and 8 teachers completed a survey questionnaire consisting of more than 20 questions. The research shows that a significant relationship is most likely to develop between social media, collaborative research and teaching.
7
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La question du passif en classe de FLE en Tunisie vue à travers l’observation d’une séance de grammaire

71%
Ben Ammar M.
e-Scripta Romanica
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2020
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vol. 8
22-35
EN
Grammar as it appears in FLE (French as a foreign language) textbooks will undergo a certain transformation at the time of its teaching in the classroom under the influence in particular of the method adopted by the teacher and the terminological choices that this one endorses. Through the observation of a grammar session about the issue of the passive (voice) in a FLE classroom in Tunisia, this article attempts to highlight some teaching practices as well as failures in the grammatical culture of students. The gap between the grammar intended to be taught and that actually taught in classroom reflects the importance of grammatical practices and proves to their crucial role in the development of the learners’ grammatical competence.
FR
La grammaire telle qu’elle se présente dans les manuels scolaires de FLE subit une certaine transformation au moment de son enseignement en classe sous l’influence notamment de la méthode adoptée par l’enseignant et des choix terminologiques que celui-ci endosse. À travers l’observation d’une séance de grammaire portant sur la question du passif en classe de FLE en Tunisie, cet article tente de mettre en lumière certaines pratiques enseignantes ainsi que les défaillances dans la culture grammaticale des élèves. L’écart entre la grammaire destinée à être enseignée et celle enseignée effectivement en classe traduit l’importance des pratiques grammaticales, et témoigne du rôle capital de celles-ci dans le développement de la compétence métalinguistique des apprenants.
8
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BETWEEN DIDACTICS, THE MENTOR AND THE PUPILS: TRAINEE REFLECTIONS CONCERNING THEIR TEACHING PRACTICES

51%
Blaszk M.
Neofilolog
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2015
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issue 45/1
9-25
PL
Reflection in teacher development is important as it can help both experiencedand novice teachers to better understand the processes theyare involved in. It can also be used to aid evaluation processes. This paperpresents a small scale study that involved undergraduate Englishphilology students from Gdańsk University who were studying for theteacher specialisation. One of its purposes was to trial a strategy forfeedback that could be used to mediate an already existing model ofassessment for students’ taught lessons, which previous to the studyused only a prescribed set of assessment criteria. Another purpose wasto promote a reflective turn in both the student-teacher and academicmentor (myself), which would then inform the discussions that tookplace after each observed lesson. In addition to this, I was interested tofind out if this strategy would generate a suitable quality and quantityof information, so that it might be used for further research. Overall,the strategy proved a useful aid to reflection in relation to the students’teaching practices. As a research tool, it also generated usable data.
9
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The possibility of teaching practices as a community of practice based upon the experiences of student-teachers

51%
Blaszk M.
Neofilolog
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2020
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issue 54/2
305-316
EN
In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), aca-demic supervisor and the academic staff who lead the English teach-ing methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.
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