This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a ...This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a conceptual framework for practice, which comprises teaching principles and strategic intentions. It reveals that teachers＇ frameworks for practice are an interwoven system of their most strongly held beliefs in language teaching and their perceptions of their teaching contexts, and that teachers＇ own learning and teaching experiences are important influences on their conceptualisations of classroom work. Findings of this research have implications for language teacher education and development.展开更多
Although teaching quality is seen as crucial in affecting students’performance,what types of instructional practices constitute quality teaching remains a question.With the theoretical assumptions of conceptual and p...Although teaching quality is seen as crucial in affecting students’performance,what types of instructional practices constitute quality teaching remains a question.With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide,this study examined the types of quality mathematics instructional practices that affect students’mathematics learning across five high-performing Asian education systems using the Trends in International Mathematics and Science Study(TIMSS)2011 dataset.It found that no combinations of the components of conceptual and procedural mathematics teaching practices exist consistently across the five education systems.Results from the study provide important implications for practitioners and policy makers regarding how to improve mathematics teaching and learning in these Asian education systems as well as elsewhere.展开更多
文摘This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a conceptual framework for practice, which comprises teaching principles and strategic intentions. It reveals that teachers＇ frameworks for practice are an interwoven system of their most strongly held beliefs in language teaching and their perceptions of their teaching contexts, and that teachers＇ own learning and teaching experiences are important influences on their conceptualisations of classroom work. Findings of this research have implications for language teacher education and development.
文摘Although teaching quality is seen as crucial in affecting students’performance,what types of instructional practices constitute quality teaching remains a question.With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide,this study examined the types of quality mathematics instructional practices that affect students’mathematics learning across five high-performing Asian education systems using the Trends in International Mathematics and Science Study(TIMSS)2011 dataset.It found that no combinations of the components of conceptual and procedural mathematics teaching practices exist consistently across the five education systems.Results from the study provide important implications for practitioners and policy makers regarding how to improve mathematics teaching and learning in these Asian education systems as well as elsewhere.
