A study on teachers\' deportments and pedagogical skills at the intermediate level in an EFL context

Khan, Mohammad Ehsanul Islam

QR Code Link :
Type :	article
Subject :	P Language and Literature
Main Author :	Khan, Mohammad Ehsanul Islam
Additional Authors :	Mahendran Maniam
Title :	A study on teachers\' deportments and pedagogical skills at the intermediate level in an EFL context

Place of Production :	Tanjong Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2021
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

The study depicted the classroom environment during the teaching and learning process, focusing on appraising the teachers' demeanour and pedagogical strategies in the intermediate classrooms of the 'English as foreign language (EFL)' context of Bangladesh. The intermediate level denotes the higher secondary level of the 11th and 12th grades. Sixteen teachers of eight intermediate institutions from three districts of Bangladesh were selected as the key participants of this study. The study used two tools: classroom observation and interview. The researchers observed the teachers' deportments both from the outside and inside the classroom. The teachers and the students were observed to understand the current classroom scenario by evaluating the teacher's interactions, abilities and inabilities to manage the EFL classrooms. The interview was conducted in the 'Key Informant Interviews (KII)' format to know their viewpoints about their classroom deportments. The study found that some teachers have yet to develop their classroom management techniques to teach intermediate learners effectively. Later, the teachers participated in KII to provide more information about their deportments in the classrooms that effectively reveal the limitations and development aspects of teaching in the higher secondary classrooms. The study finally recommended some imperative measures to be taken by the institutions’ management or the central authority.

References

Ahmed, S. J. A. (2019). Comprehending English Lectures in the Private Universities of Bangladesh: Problems and Ways Out. Journal of ELT and Education, 2(1), 67-71.

Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia - Social and Behavioral Sciences, 199(August 2015), 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524.

Alshehri, E. (2019). Classroom Observation for Professional Development: Views of EFL Teachers and Observers. Arab World English Journal, Special Issue-1: Application of Global ELT Practices in Saudi Arabia, 1(1), 57-71. doi: 10.24093/awej/elt1.5

Borg, S. (2018). Teacher evaluation: Global perspectives and their implications for English language teaching. British Council, 1-48, Retrieved from https://iateflesolsig.files.wordpress.com/2019/04/pub_teacher_evaluation_global_perspectives_implications_elt.pdf

Barnett, K. (2019). Characteristics of High Quality Teachers: A Qualitative Phenomenological Study. Electronic Theses and Dissertations. Paper 3541, https://dc.etsu.edu/etd/3541

Carhill-Poza, A., & Chen, J. (2020). Adolescent English learners' language development in technology-enhanced classrooms. Language Learning & Technology, 24(3), 52-69.

Chandra, R. (2015). Classroom Management for Effective Teaching. International Journal of Education and Psychological Research (IJEPR), 4(4), 13-15, Retrieved from http://ijepr.org/paper.php?id=215

Crowley, E. P. (1993). A qualitative analysis of mainstreamed behaviorally disordered aggressive adolescents' perceptions of helpful and unhelpful teacher attitudes and behaviors. Exceptionality, 4(3), 131-135. https://doi.org/10.1207/s15327035ex0403_1

Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates, https://doi.org/10.4324/9780203874783

Garret, R., & Steinberg, M. P. (2015). Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence From the Randomisation of Teachers to Students. Educational Evaluation and Policy Analysis, XX(X), 1-19, doi:10.3102/0162373714537551

Gordon, D. G. (2001). Classroom management problems and solutions. Music Educators Journal, 88(2), 17-23, https://doi.org/10.2307/3399737

Haep, A., Behnke, K., & Steins, G. (2016). Classroom observation as an instrument for school development: School principals' perspectives on its relevance and problems. Studies in Educational Evaluation, 49, 01-06, https://doi.org/10.1016/j.stueduc.2016.03.001

Hinchey, P. H. (2010). Finding freedom in the classroom: A practical introduction to critical theory, 24, New York, NY: Peter Lang.

Islam, M. T. (2020). Mentoring in Education. Journal of ELT and Education, 3(4), 135-137. Retrieved from https://jee-bd.com/journal/34182020

Jogan, S. N. (2018). Classroom Observation as an Important Tool for Initial Trainee Teachers. International Journal of Current Research, 10(11), 75808-75811. https://doi.org/10.24941/ijcr.33272.11.2018

Joyce, B. (1980). Models of Teaching. Printice Hall Co., Englewood Cliffs, USA, 307-308.

Khan, M. E. I. (2020). EFL Teachers' Prosocial Behaviors at the Secondary Level in Bangladesh. Universal Journal of Educational Research, 8(8), 3734-3741, doi:10.13189/ujer.2020.080854

Khan, M. E. I., & Bhuiyan, M. M. R. (2018). Use of CBLT at Intermediate Level in Bangladesh: A Tentative Study of Teaching EFL 'Writing'. International Journal of Business, Social and Scientific Research, 6(4), 77-83, Retrieved from http://www.ijbssr.com/currentissueview/140132918

Kounin, J. S. (1970). Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston.

Little, O., Goe, L., & Bell, C. (2009). A Practical Guide to Evaluating Teacher Effectiveness. NCCTQ Report, National Comprehensive Center for Teacher Quality, Washington DC, Retrieved from https://files.eric.ed.gov/fulltext/ED543776.pdf

Maximchuk, M. N. (2018). Today's Theme: The Creation of an Activity to Enhance Speaking in the Classroom. Journal of ELT and Education, 1(1), 29-33, Retrieved rom https://jee-bd.com/journal/jee-1142018/

Mehdipour, Y. & Balaramulu, D. (2013). The Influence of Teachers' Behavior on the Academic Achievement. International Journal of Advancements in Research & Technology, 2(5), 217-224.

Poddar, R. (31 October 2017). Teacher Development for Quality Education. The Daily Sun, Available at: https://www.daily-sun.com/printversion/details/265138/Teacher-Development-for-Quality-Education

Pianta RC, Hamre BK. (2009). Conceptualisation, measurement, and improvement of classroom processes: Standardised observation can leverage capacity. Educational Researcher, 38(2), 109–119. https://doi.org/10.3102/0013189X09332374

Poplin, M., Rivera, J., Durish, D., Hoff, L., Kawell, S., Pawlak, P., Hinman, I. S., Straus, L. & Veney, C. (2011). She's strict for a good reason: Highly effective teachers in low performing urban schools. Phi Delta Kappan, 92(5), 39-43, https://doi.org/10.1177/003172171109200509

Rahman, M. M., Islam, M. S., Karim, A., Chowdhury, T. A., Rahman, M. M. Seraj, P. M. I., & Singh, M. K. M. (2019). English language teaching in Bangladesh today: Issues, outcomes and implications. Language Testing in Asia, 9(9). https://doi.org/10.1186/s40468-019-0085-8

Ramsden, P. (2003). Learning to teach in higher Education. NY: Taylor & Francis Group.

Richards, J. C., & Farrell, T. S. (2011). Practice teaching: A reflective approach. Cambridge: Cambridge University Press.

Shah, S.S.A. (2009). Impact of Teacher's Behavior on the Academic Achievement of University Students. Journal of College Teaching & Learning, 6(1), 69-74, https://doi.org/10.19030/tlc.v6i1.1183.

Shahmohammadi, N. (2014). Review on the Impact of Teachers' Behavior on Students' Selfregulation. Procedia-Social and Behavioral Sciences, Science Direct, 114, 130-135. https://doi.org/10.1016/j.sbspro.2013.12.672

Sugai, G. & Horner, R. (2006). A promising approach to expanding and sustaining schoolwide positive behavior support. School Psychology Review, 35, 245-259.

Torff, B. & Sessions, D. (2005). Principals' perceptions of the causes of teacher ineffectiveness. Journal of Educational Psychology, 97(4), 530–537, https://doi.org/10.1037/0022-0663.97.4.530 UCLA (n.d.). Section 4: Key Informant Interviews. UCLA Center for Health Policy Research, Retrieved from https://healthpolicy.ucla.edu/programs/healthdata/trainings/Documents/tw_cba23.pdf

USAID. (1996). Conducting Key Informant Interviews. December-1996, Number 2, USAID Center for Development and Information Evaluation, Retrieved January 27, 2020 from: http://www.dec.org/pdf_docs/pnabs541.pdf

UNESCO. (1975). Report of International Conference of Education. UNESCO Press, Janeva. Page-87.

Valdez, P. N. (2020). Research in Critical Pedagogy: Implications for English Language lassrooms in Asia, PASAA, 60, 222-236.

Wallace, G. R. (1994). Discipline that motivates. Journal of Instructional Psychology, 21(4): 371-374.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page