Teachers' perceptions on teacher effectiveness in remote foreign language teaching and learning
This qualitative case study presents two on-site English teachers’ and two remote English teachers’ perspectives of a remote English teaching project on teacher effectiveness carried out in two public bilingual schools in western Kazakhstan. The study aimed to explore how remote foreign language tea...
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| Format: | Article |
| Language: | English |
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University of Aberdeen, School of Education
2022-04-01
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| Series: | Education in the North |
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| Online Access: | https://www.abdn.ac.uk/education/documents/journals_documents/Volume_29_Issue_1_For_Students/4_EITN_2022_01_09_Csonka-Stambekova.pdf |
| _version_ | 1811309046726131712 |
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| author | Assel Csonka-Stambekova |
| author_facet | Assel Csonka-Stambekova |
| author_sort | Assel Csonka-Stambekova |
| collection | DOAJ |
| description | This qualitative case study presents two on-site English teachers’ and two remote English teachers’ perspectives of a remote English teaching project on teacher effectiveness carried out in two public bilingual schools in western Kazakhstan. The study aimed to explore how remote foreign language teaching and learning in public schools in a developing country enhances teacher effectiveness. Three major results of the study show that: a) remote foreign language teaching challenges on-site and remote foreign language teachers’ pedagogical content knowledge; b) remote foreign language teaching calls for teacher technology change to foster teacher effectiveness; c) remote foreign language teaching and learning via videoconferencing empowers teachers to voice and shifts teaching and learning paradigm. Implications of these findings suggest that teacher education programs at different levels need to support teachers and schools in offering progressive teaching approaches developed for virtual learning environments. Schools and teachers need to bolster research-based models of team teaching in virtual learning environments. |
| first_indexed | 2024-04-13T09:34:17Z |
| format | Article |
| id | doaj.art-49b0fac9d7694cf9990c752ae55ee25f |
| institution | Directory Open Access Journal |
| issn | 0424-5512 2398-0184 |
| language | English |
| last_indexed | 2024-04-13T09:34:17Z |
| publishDate | 2022-04-01 |
| publisher | University of Aberdeen, School of Education |
| record_format | Article |
| series | Education in the North |
| spelling | doaj.art-49b0fac9d7694cf9990c752ae55ee25f2022-12-22T02:52:08ZengUniversity of Aberdeen, School of EducationEducation in the North0424-55122398-01842022-04-012913860https://doi.org/10.26203/vd7r-pr55Teachers' perceptions on teacher effectiveness in remote foreign language teaching and learningAssel Csonka-Stambekova0Eötvös Loránd University, HungaryThis qualitative case study presents two on-site English teachers’ and two remote English teachers’ perspectives of a remote English teaching project on teacher effectiveness carried out in two public bilingual schools in western Kazakhstan. The study aimed to explore how remote foreign language teaching and learning in public schools in a developing country enhances teacher effectiveness. Three major results of the study show that: a) remote foreign language teaching challenges on-site and remote foreign language teachers’ pedagogical content knowledge; b) remote foreign language teaching calls for teacher technology change to foster teacher effectiveness; c) remote foreign language teaching and learning via videoconferencing empowers teachers to voice and shifts teaching and learning paradigm. Implications of these findings suggest that teacher education programs at different levels need to support teachers and schools in offering progressive teaching approaches developed for virtual learning environments. Schools and teachers need to bolster research-based models of team teaching in virtual learning environments.https://www.abdn.ac.uk/education/documents/journals_documents/Volume_29_Issue_1_For_Students/4_EITN_2022_01_09_Csonka-Stambekova.pdfremote foreign language teaching and learningteacher effectivenesspedagogical content knowledge |
| spellingShingle | Assel Csonka-Stambekova Teachers' perceptions on teacher effectiveness in remote foreign language teaching and learning Education in the North remote foreign language teaching and learning teacher effectiveness pedagogical content knowledge |
| title | Teachers' perceptions on teacher effectiveness in remote foreign language teaching and learning |
| title_full | Teachers' perceptions on teacher effectiveness in remote foreign language teaching and learning |
| title_fullStr | Teachers' perceptions on teacher effectiveness in remote foreign language teaching and learning |
| title_full_unstemmed | Teachers' perceptions on teacher effectiveness in remote foreign language teaching and learning |
| title_short | Teachers' perceptions on teacher effectiveness in remote foreign language teaching and learning |
| title_sort | teachers perceptions on teacher effectiveness in remote foreign language teaching and learning |
| topic | remote foreign language teaching and learning teacher effectiveness pedagogical content knowledge |
| url | https://www.abdn.ac.uk/education/documents/journals_documents/Volume_29_Issue_1_For_Students/4_EITN_2022_01_09_Csonka-Stambekova.pdf |
| work_keys_str_mv | AT asselcsonkastambekova teachersperceptionsonteachereffectivenessinremoteforeignlanguageteachingandlearning |