The language, in the most basic sense, is a means of communication among people. Since the proper and effective use of people’s native language will shape the whole life of an individual, individuals are expected to have native language awareness. There is a strong bilateral relationship between the effective use of native language and native language awareness. All the teachers/preservice teachers and especially native language teachers/preservice teachers, who are role models as being instructors, are expected to have this awareness and help students to gain and transfer it to the future generations.  By this motivation, this study aims to examine language awareness of preservice teachers, an example from Turkey. Through phenomenological design of the qualitative research methods, it has been aimed to reach this goal.  Accordingly, the data were collected through semi-structured and structured opinion forms from 60 preservice teachers studying in a state university. In the study, it was seen that preservice teachers generally have this awareness. It has been revealed that the preservice teachers tend to correct their use of language that they think is wrong, they investigate the word they do not know the spelling when they are indecisive, and they mostly find it necessary to obey the language rules in multimedia. It was concluded that attention in the use of language emphasizes the negativities to be encountered in the dimension of providing social communication in daily life.

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers’ instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.

The purpose of the study is to examine pre-service teachers' impromptu speaking skills on the basis of the evaluations of the instructor, peers and their own. The study employed a descriptive case study design, one of the qualitative research methods. A total of 23 pre-service math teachers taking the course of Art of Effective Speech in a state university in Turkey in the 2016-2017 academic year participated in the study. The data of the study were collected through the observations of the researcher and pre-service teachers. Descriptive analysis was used in the analysis of the data. As a result of the study, it was found that in most of the observation items, the pre-service teachers found themselves inadequate in terms of impromptu speaking skills while they were found to be adequate by their peers and instructor. In addition, it was revealed that the pre-service teachers found themselves inadequate in some items related to the use of voice while they found themselves adequate in most of the items related to articulation/diction and body language and in all of the items related to communication. However, while the instructor observed that the pre-service teachers were generally competent in all the sub-dimensions, she determined that they needed improvement in the sub-dimensions of eye contact, pausing at the appropriate place and speaking without repeating words.  

The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.

The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.

Various studies have shown that teachers are subject to an increased stress level and the associated physical and psychological consequences. In this article, the possibilities of coping of stressful situations in everyday school life are systematized. In addition, the knowledge and usage of available programs and trainings for coping with stress at school in German-speaking countries will be assessed. This is a descriptive study based on a survey of 32 teachers. Effects due to contextual variables (gender, school type, and work experience) were examined. The results indicate that only a few of the programs surveyed are known and used in schools. Effects in connection with the gender of the teachers as well as their professional experience could not be determined. Instead, significantly more special education teachers knew and used programs to strengthen protective context factors (school type effect). The fact that a high proportion of teachers are unaware of and do not use available programs, despite their high importance for healthy coping with personal job demands, suggests deficiencies in teacher education and training. In addition, lack of resources at schools may be limiting. The successful management of stressful situations must not be seen as a task for individual employees; rather, systemic solutions must be found. Particularly due to the increased stress experienced by teachers in connection with the COVID-19 pandemic, aspects of health promotion in schools should play a significant role. The aim must be to provide more detailed information about stress management approaches in schools and to support their implementation.

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children’s e-lessons and the teachers’ teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.

Technical and pedagogical counseling as accompaniment benefits teachers’ development. However, there are information gaps on the specific impact of counseling with a socio-formative approach on both professionalization and the improvement of teaching practice. The objective is to analyze the relationship between these three elements. A cross-sectional study with a quantitative approach was employed. A validated questionnaire was applied to a representative sample of 212 teachers. The information analysis was carried out through statistics: descriptive, correlational, and linear regression, whose level of significance was: <.01-. 05. Teachers consider that technical and pedagogical counseling from socio-formation fosters the development of an ethical life project, promotes problem solving in their educational practice, collaborative work, metacognition, and entrepreneurship (92.78 ± 14.3). The correlational analysis showed a significant relationship between socio-formative pedagogical technical counseling and teaching practice, the latter of which was enhanced by the former. In the linear regression analysis, the best model of pedagogical technical counseling is made from socio-formation, which predicts a 71% improvement of teaching practice. As a result, this form of counseling benefits both professionalization and teaching practice through metacognition.

During the pandemic of Coronavirus disease 2019 (COVID-19), English as a foreign language (EFL) students have to study and submit their assignments and quizzes through online systems using electronic files instead of hardcopies. This has created an opportunity for teachers to use computer tools to conduct preliminary assessment of the students’ writing performance and then give advice to them timely. Hence, this paper proposed some indicators which were essay readability scored by Flesch Reading Ease (FRE), length of essays, errors in writing and a method to assist the teachers in providing writing feedback to the students. The results showed a large difference in FRE, the number of words, sentences, paragraphs and errors. The K-means clustering findings were applied to classify groups of students based on writing proficiency indicators. The findings also revealed that the number of words and sentences in the essays indicated some deficiencies. The concept of paragraph should be reinforced while some specific errors such as misspelling, grammatical and typographical errors found need to be eliminated. This study showcased that the computer tools should be integrated to process the students’ essays so that the teachers can pinpoint the problems and make suggestions to their students in appropriate time. Lastly, the results can be served as the guidelines for the teachers to develop and adjust teaching materials pertinent to writing to enhance the writing performance of EFL learners.

Through an exploration of language practices in an early years setting, this paper aims to examine discourses about transforming monolingual practice generated during an internally driven action research. Based on a small private nursery in an affluent part of London, this action research was conducted with the intention of reviewing internal practices that support young children who speak English as an additional language (EAL). Parents and practitioners took part in an initial questionnaire (n=21). This was followed by semi-structured interviews (n=3) and a focus group (n=5) with practitioners. The data was analysed considering some of the theoretical points proposed by Bourdieu and the discourse analysis tools suggested by van Leeuwen. Despite the recognition of potential barriers, encouraging positive dispositions towards language diversity were identified. The most significant feature of our examination was the value of local knowledge and the diverse language repertoires encountered in the setting. Our analysis evidence that action research can empower practitioners to challenge monolingual mindsets and to move towards an exploration of alternative (plurilingual) ideas, despite the monolingual ethos imposed by the curriculum and other external regulatory forces.

Students' intercultural competence and reading ability are an essential aspect of their education. Intercultural competence, defined as respect for the cultural views, beliefs, and traditions of others, is a necessary skill for effective and appropriate communication. Using a multidimensional model, this study investigated the effect of intercultural competence among Thai junior high school students on their resilience, well-being, and attitudes toward reading. A 2018 Program for International Student Assessment data set relating to 7,411 students from 289 schools in Thailand was analyzed using structural equation modeling. The research findings suggest that improved intercultural competence strengthens resilience, well-being, and attitudes toward reading.

Due to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of "Assessment Systems" was lower than that of the "Assessment Approaches". In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future.

Learning engagement is one of the most important issues facing online learning, which has many distractions beyond the teacher’s control and management. This study examined teachers’ observations of their students’ engagement in online learning and their efforts to engage them. Teachers can evaluate different factors and conditions that affect students’ perceptions, engagement, motivation, and achievement. Language learning is influenced by several factors, such as teachers’ rapport and interaction with their students, students’ interaction and collaboration, and their engagement with social activities in learning situations. This qualitative multi-case study collected data from five language teachers by semi-structured interviews, teachers’ self-reports, and observational notes about their experiences of students’ engagement in their online lessons. It lasted for 15 teaching weeks in a Saudi intermediate school during the second semester of 2020-2021. The thematic analysis results in four main categories; (a) teachers’ challenges, (b) students’ responsibilities, (c) environment and system, and (d) attitude and excuses. These categories are built on 11 themes that provide insights into the factors, challenges, and threats, which influence learning engagement in online courses for teachers and students. The study recommends some techniques to maintain the learning engagement and provides some suggestions for future research.  

Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.

The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the process of mathematical reflective thinking in solving story problems of a two-variable linear equation system in terms of the level of mathematical disposition. The research instrument consisted of a disposition questionnaire, a reflective thinking ability test and the researcher himself as the main instrument. Good mathematical reflective thinking skills are supported by disposition, by constantly monitoring one's own performance, reflecting on one's own performance, reasoning on one's own performance, considering the overall situation, the habit of analyzing the relationship between variables, being flexible in various alternative solutions to mathematical problems and trying to solve mathematical problems. From the results of this study, lecturers can develop learning media, scaffolding, or teaching materials that accommodate different dispositional abilities of prospective teachers that can be used to improve the reflective thinking process.

This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international graduate students in two graduate courses during the 2021 Fall semester. The survey examines the perception and satisfaction of students' experiences in the KMI classes. Among survey participants, interview applicants were selected for in-depth interviews. Study results showed that international graduate students developed content knowledge through KMI classes. They also improved their Korean language ability. Overall, international students were generally satisfied with KMI classes. However, it is difficult for international students to dramatically enhance their Korean academic proficiency within one semester. Recommendations are provided on effectively conducting CLIL classes, such as KMI for international students in higher education.

The purpose of the study was to identify how the designed instructional model moderated the vocabulary-related anxieties in students when they communicated in the media internationally. The methodological approach used in the study was aimed at controlling and manipulating variables which were as follows: The level of vocabulary anxiety related to communication in the media, cultural intelligence, and English vocabulary level. The study relied on quantitative and qualitative methods to gather the experimental data and answer the research questions. Insufficient vocabulary was found to be one of the key factors of anxieties in students when they communicated in the media internationally. The major sub-factors of the vocabulary-related anxieties in the students when they communicated in the media internationally (as perceived by the respondents) were spontaneous interaction with the native speakers, guessing the meaning of the words from the context, and paraphrasing ideas using synonyms. The instructional-purpose use of the predesigned vocabulary lists, learning them using the Telegram bot, talking to the foreign speakers in the media, self-analysis, and analysis by peers were proven to be capable to moderate the vocabulary-related anxieties in students when they communicate in the media with the foreign speakers.

A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers’ imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants’ excerpts enlisted some challenges that the novices faced such as students’ learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.

The teaching method is one of the main aspects to make a huge contribution to the success of any education system, and project-based teaching (PBL) is an important aspect to contribute to the success of education also. This research was conducted through a review of project-based teaching that has been used in the education system of Vietnam, including a sample, and setting that included imperial and theoretical literature selected from the fields of education. Findings show that this method has been applied to various sectors of education, from kindergarten education to higher education, in many disciplines and subjects, in schools and educational settings, and has become more widely popular than ever. This method, however, has its drawbacks because it takes time to master and teachers need more skills to manage the learning atmosphere. This method has been commonly accepted as one that can help teachers and learners understand more and get more benefits in the learning and teaching process.

Work environments are pivotal to teachers’ professional development. However, effective instruments assessing teachers’ perceived work context are still lacking. The principal aim of the present study was to validate a Work Environments Inventory for Teachers (WEIT) constructed using the Job Demands-Resources (JD-R) model. Two studies were implemented on two independent samples totaling 696 (232 for Study 1 and 464 for Study 2) schoolteachers in Mainland China. Both exploratory and confirmatory factor analyses were employed to cross-validate the WEIT. The external construct validity of the WEIT was estimated through investigating its connection with the Thinking Styles in Teaching Inventory. Findings indicated that the WEIT is an adequate measure to map the characteristics of work environments for schoolteachers. Limitations are discussed and implications for future studies are suggested.