Sessions / Video Playback 1

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16:45 Thu

Effects of Informal & Formal Cooperative Learning #777

Findings showed that English scores dropped significantly for the formal cooperative learning (CL) class but were unaffected for the informal CL class. Intrinsic motivation for the informal CL class increased significantly, whereas the formal CL class’ was unaffected. The extent to which students felt their basic psychological needs were met increased for both classes, raising the possibility that intrinsic motivation could be enhanced in the future for the formal CL class as well.

Findings showed that English scores dropped significantly for the formal cooperative learning (CL) class but were unaffected for the informal CL class. Intrinsic motivation for the informal CL class increased significantly, whereas the formal CL class’ was unaffected. The extent to which students felt their basic psychological needs were met increased for both classes, raising the possibility that intrinsic motivation could be enhanced in the future for the formal CL class as well.

18:30 Fri

Appreciative-Conversation Based Reflection Model #778

The present study intends to examine the implementation of the appreciative-conversation based reflection model for a Teacher Professional Education Program, which facilitates the cultivation of personal and social competence. The study took place in Sanata Dharma University, Yogyakarta, Indonesia. The participants of this study were English teachers joining the Teacher Professional Education Program. The reflection model consisted of three rounds.

The present study intends to examine the implementation of the appreciative-conversation based reflection model for a Teacher Professional Education Program, which facilitates the cultivation of personal and social competence. The study took place in Sanata Dharma University, Yogyakarta, Indonesia. The participants of this study were English teachers joining the Teacher Professional Education Program. The reflection model consisted of three rounds.

16:45 Sat

Perceptions of Value Among ALTs on the JET Program #601

This study investigates the self-reflections of 426 ALTs on the JET Programme in Japan regarding their own sense of purpose and value in EFL education. The results suggest that, whilst ALTs did feel a sense of contribution, they also felt as though they lacked chances to implement communicative teaching methods over the dominant grammar-based pedagogy. Suggestions to improve their role in the classroom are provided.

This study investigates the self-reflections of 426 ALTs on the JET Programme in Japan regarding their own sense of purpose and value in EFL education. The results suggest that, whilst ALTs did feel a sense of contribution, they also felt as though they lacked chances to implement communicative teaching methods over the dominant grammar-based pedagogy. Suggestions to improve their role in the classroom are provided.

10:45 Sun

Multimethod Research Into Teacher Agency #625

In this presentation, I will briefly explain some of the initial findings from an ongoing research project into junior high school teachers’ sense of agency before describing some of the research design issues which have emerged as I attempt to understand teachers’ views and beliefs. The presentation is aimed at stimulating discussion regarding teacher agency and the value and the difficulties in using multiple methods in educational research.

In this presentation, I will briefly explain some of the initial findings from an ongoing research project into junior high school teachers’ sense of agency before describing some of the research design issues which have emerged as I attempt to understand teachers’ views and beliefs. The presentation is aimed at stimulating discussion regarding teacher agency and the value and the difficulties in using multiple methods in educational research.

13:25 Sun

Preservice Teachers: Practice and Reflection #730

This presentation reports on two key components to establish a community of practice among non-English elementary preservice teachers: practice and reflection. L2 teacher practice is achieved through complementary theory, practice and discussion sessions, which offer the preservice teachers the opportunity to establish and explore their L2 teacher identity. Reflection is encouraged through the use of the elementary Japanese Portfolio of Student Language Teachers (JPOSTL) currently being developed and trialled by the JACET English Education SIG.

This presentation reports on two key components to establish a community of practice among non-English elementary preservice teachers: practice and reflection. L2 teacher practice is achieved through complementary theory, practice and discussion sessions, which offer the preservice teachers the opportunity to establish and explore their L2 teacher identity. Reflection is encouraged through the use of the elementary Japanese Portfolio of Student Language Teachers (JPOSTL) currently being developed and trialled by the JACET English Education SIG.

17:20 Sun

Teaching Practicum Preparation in Batam, Indonesia #701

Fostering prospective teachers is at the heart of teacher education. Teacher education should have a sharper focus to advance effectively (Beck & Kosnik, 2009). Among common practices for preparing future teachers is the implementation of the teaching practicum course. Centering on preservice teacher education in an EFL context, the research findings offer perspectives of the current practices and highlight important aspects for preservice teachers and teacher educators to address prior to the teaching practicum journey.

Fostering prospective teachers is at the heart of teacher education. Teacher education should have a sharper focus to advance effectively (Beck & Kosnik, 2009). Among common practices for preparing future teachers is the implementation of the teaching practicum course. Centering on preservice teacher education in an EFL context, the research findings offer perspectives of the current practices and highlight important aspects for preservice teachers and teacher educators to address prior to the teaching practicum journey.