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The sixth issue of SILC “Viewpoints and perspectives in FLT” is comprised of seven papers, which reflect a wide variety of issues in the field of second language acquisition and teacher development and certification. It also offers a book review of a recent publication in the field of contemporary education.
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Improving the status of the teaching profession is seen as an important prerequisite for increasing its appeal for both practicing teachers and university graduates who have obtained a teaching qualification. This state-of-the-art review looks into recent research in the field of creating and maintaining teacher identity and a sense of belonging to the profession of teaching in general, and foreign language teaching in particular. It provides a commentary on a number of issues related to the role of identity in conceptualising professionalism in the field of language teaching. Current research views teacher identity as a multifaceted, dynamic, and context-bound phenomenon, which is closely related to defining and negotiating one's self, and managing the affective domain. Different interpretations of professionalism are discussed, starting from the externally imposed form, sponsored and delineated by policy-makers, to its independent variety, stemming from individual teachers’ views and reflections on their own beliefs and actions. Sponsored professionalism is linked to the recent call for measurable accountability in education worldwide and in Bulgarian higher education.
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New geometric connections between different notable points in the quadrilateral are considered in the paper. It is proved that the lines, determined by three pairs of notable points are concurrent. Also, connections between notable points in the quadrilateral, generated by the transformations isogonal conjugate and complement are discussed.
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The article examines the need of changing the way teaching content is taught in relation with the new learning concept. The authors present their views in the field of implementing new methodological elements in the lesson in order to motivate the student’s interest and desire to interact with the learning environment. A system of integrated lessons has been presented in order to strengthen interest in learning activities, develop basic social skills for assertive behaviour, improve teamwork, effective listening and learning, and develop communication skills as a basis for social skills formation. Examples of integrated lessons involving different subjects are provided. Students’ attitudes and the effects of these lessons are measured. On this basis are made conclusions and recommendations for further work in this direction.
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