normal 0 false false false en-us x-none ar-sa microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. with the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. the core skills of microteachin...

Anxiety in language teaching and learning is not a new issue. However, there little information about the anxiety faced by English as foreign (EFL) novice teacher, especially Indonesian context. This study aims to find out causes of English, strategies overcome this anxiety, school support helping teachers manage their anxiety. qualitative used an online closed-ended questionnaires interviews f...

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge—Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers’ teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA analyses were used to examine the differences due to the...

This study describes the use of concept mapping in regard to teachers' views on the meaning of knowledge, learning, and expertise of teachers, as produced by SConSAT (Standardized Concept Structuring Analysis Task) interviews with expert and novice teachers. The study is based on the assumption that concept maps are cognitive and meta-cognitive tools that make it possible to reveal covert and o...

This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and followup interviews were employed to investigate novice teachers’ perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other languages (TESOL) program, (b) preparedness afte...

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and strengths of the practice of teacher mentoring that ens...