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Article
Publication date: 11 December 2024

Kenan Çetin and Ayşegül Daloğlu

This study investigates the implementation of the Practicum Lesson Study (PLS) model, which is designed to be used by preservice teachers (PSTs), mentor teachers and advisors…

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Abstract

Purpose

This study investigates the implementation of the Practicum Lesson Study (PLS) model, which is designed to be used by preservice teachers (PSTs), mentor teachers and advisors during school practicum.

Design/methodology/approach

Employing a design-based research (DBR) framework and a multiple case study design, the research in this study evaluated the PLS model through eight distinct cases across two phases of research. In both phases, the qualitative research explored the nature of the stages and steps followed in each case, providing detailed descriptions of the procedural arrangements, teaching sessions and discussion meetings. Views of the participants regarding their satisfaction levels towards the PLS model, its benefits and challenges were collected through semi-structured interviews and a questionnaire.

Findings

The results of the research highlighted significant benefits of the PLS model, such as self-reflection, peer reflection and collaborative practices. These processes notably enhanced PSTs’ abilities to dynamically adjust teaching strategies based on real-time observations and feedback, effectively integrating suggestions from meetings with practical classroom experiences. However, the study also identified several challenges, such as managing diverse opinions and coping with information overload.

Research limitations/implications

Based on the comprehensive exploration of the PLS model, the study offers several implications for practitioners and suggestions for future research such as a closer examination of changes in beliefs and identity over time during PLS.

Originality/value

The study carries the significance of employing a DBR in the context of implementing LS during ELT school practicum.

Details

International Journal for Lesson & Learning Studies, vol. 14 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 13 August 2024

Halil Ibrahim Cinarbas and Aysegul Daloglu

This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual…

122

Abstract

Purpose

This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context.

Design/methodology/approach

This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software.

Findings

The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind.

Originality/value

This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

Details

Quality Assurance in Education, vol. 32 no. 4
Type: Research Article
ISSN: 0968-4883

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