Sessions / Teacher Efficacy
The number of students with special educational needs (SEN) in Japan is rising in both primary and secondary contexts (Isogai, 2017), and in institutes of higher education (JASSO, 2019). In recent years, different special education policies have been aimed at these different levels of education. To improve English language teacher efficacy with respect to students with SEN, this presentation will examine various special education policies as they intersect with English language education policy across contexts.
This presentation explores how cognition and teaching context shape the mental lives of nonnative English teachers in Japan. Duoethnographic perspectives highlight the analysis of semi-structured conversations on three main themes: academic diaspora, lived experiences, and native speakerism in the workplace. This presentation aims to be a springboard for future directions that could help uplift the collective reputation of nonnative English teachers and promote educational equity.
We present the results from a global study (1,500+ participants, 102 countries) of teachers and learners coping with the transition to emergency remote instruction. Looking at circumstances, behaviours, attitudes and psychological traits, we identify a positive-valence giant component of beliefs, attitudes and behaviours associated with self-regulation/leadership-organisation potential, engagement/openness, positive orientation, and social skills/contacts, and a negative periphery concerning family relationships, future expectations, and remote instruction-related experiences and perspectives on students’ coping.
The presenters’ university’s self-access lounge offers an opportunity for intercultural community-building and English-speaking practice outside the classroom. English Chat Time (ECT) sessions are supervised by full-time teachers, but mainly conducted by international teaching assistants (TAs), who are not required to be from English-speaking countries. This presentation analyzes the ECT program from the perspectives of the teachers who are contractually required to oversee the sessions, suggesting ways to improve teacher efficacy in other self-access conversation lounges.
What is effective English language teaching? What competencies do English teachers need to possess to become exemplary language teaching professionals in this digital age? The answers of these questions encompass aspects such as teachers’ proficiency, social and cultural contexts, teachers’ pedagogical skills, the role of content knowledge, community of practice, professionalism, etc. This presentation will explore the knowledge, beliefs, and skills English teachers need to possess to make their teaching exemplary.
There seems to be no established “methodology” to teach a large class. The bigger the class size becomes; the longer things take. The physical and psychological impacts, such as visual and audio effects, and class rapport, must also be considered. The presenter will suggest some ways to reduce time lags and maximize class efficacy from her experiences. In addition, she will show a comparison of seating arrangements, test scores, and an evaluation of the class.
We all work hard to teach, but are we teaching smart? Teaching smart helps students take greater care and control of their learning, online or face-to-face. We’ll discuss some reasons how and why we should teach smart from creating intentional spaces to utilizing technology better. Using examples from National Geographic Learning’s digital support materials, we’ll look at a range of intentional spaces where learners can holistically acquire better communication skills for fluency and confidence.
This talk explores the importance of non-native English-speaking teacher (NNEST) motivation, and self-efficacy. Teachers with high levels of wellbeing foster students who are likewise productive and motivated. Considering the significance of this relationship, why has NNEST work-life balance and wellbeing been overlooked? Additionally, JET Programme issues, together with practicum and in-service training considerations will be scrutinized. How can they be improved in order to enhance NNEST self-confidence and increase the efficacy of ongoing reforms?
Workplace interaction and social support can have a significant effect upon the cognition and development of novice teachers as they navigate the transition between training and teaching. This paper reports on findings from a qualitative longitudinal case-study of five novice EFL teachers, exploring the positive and negative influences which interaction with colleagues and wider social support had upon their cognition and development during this formative time.