Please wait, while we are loading the content...
| Content Provider | Taylor & Francis Online |
|---|---|
| Author | Boylan, Mark Barnawi, Osman Z. |
| Abstract | The study referred to in this article adopted a dialogic approach, putting the voices of experienced teachers and supervisors into the form of a dialogue in order to examine how both parties perceive, enact and justify their pedagogical practices in actual school settings. Various sets of data were utilised, including interviews, classroom observations and a post-observation conference with Saudi EFL teachers and supervisors. The findings demonstrate that teachers and supervisors all occupy different positions in the school hierarchy in the TESOL landscape, depending on the “type” as well as “amount of capital” they possess. Specifically, although some supervisors continue to believe that their accumulated experience, including teaching credentials, supervision and administrative experience, outweighs the academic and scientific capital of teachers, teachers also claim that their accumulated experience of several years of teaching, their EFL qualifications and training, their knowledge of ground realities in school settings and their experience of two different national educational systems have enabled and legitimised them to devise their own classroom practices. It is therefore concluded that supervisors should re-conceptualise their roles, challenge their own assumptions and be willing to engage in continuous critical discussions with the teachers. Both parties conduct their pedagogical practice with strong sense of agency/engagement. This study argues that these forms of agency in language teaching need further scholarly attention, for “they are inherently contextual and dialogic, in that they have a history and a present that resides in an ongoing negotiated state of intense and essential axiological interaction”. |
| File Format | PDF HTM / HTML |
| ISSN | 2331186X |
| DOI | 10.1080/2331186X.2016.1217818 |
| Journal | Cogent Education |
| Volume Number | 3 |
| Issue Number | 1 |
| Language | English |
| Publisher | Cogent |
| Publisher Date | 2016-08-05 |
| Access Restriction | Open |
| Subject Keyword | Teacher Supervisor Capital Dialogic Post-method English language |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education |
National Digital Library of India (NDLI) is a virtual repository of learning resources which is not just a repository with search/browse facilities but provides a host of services for the learner community. It is sponsored and mentored by Ministry of Education, Government of India, through its National Mission on Education through Information and Communication Technology (NMEICT). Filtered and federated searching is employed to facilitate focused searching so that learners can find the right resource with least effort and in minimum time. NDLI provides user group-specific services such as Examination Preparatory for School and College students and job aspirants. Services for Researchers and general learners are also provided. NDLI is designed to hold content of any language and provides interface support for 10 most widely used Indian languages. It is built to provide support for all academic levels including researchers and life-long learners, all disciplines, all popular forms of access devices and differently-abled learners. It is designed to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. It is developed, operated and maintained from Indian Institute of Technology Kharagpur.
Learn more about this project from here.
NDLI is a conglomeration of freely available or institutionally contributed or donated or publisher managed contents. Almost all these contents are hosted and accessed from respective sources. The responsibility for authenticity, relevance, completeness, accuracy, reliability and suitability of these contents rests with the respective organization and NDLI has no responsibility or liability for these. Every effort is made to keep the NDLI portal up and running smoothly unless there are some unavoidable technical issues.
Ministry of Education, through its National Mission on Education through Information and Communication Technology (NMEICT), has sponsored and funded the National Digital Library of India (NDLI) project.
| Sl. | Authority | Responsibilities | Communication Details |
|---|---|---|---|
| 1 | Ministry of Education (GoI), Department of Higher Education |
Sanctioning Authority | https://www.education.gov.in/ict-initiatives |
| 2 | Indian Institute of Technology Kharagpur | Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project | https://www.iitkgp.ac.in |
| 3 | National Digital Library of India Office, Indian Institute of Technology Kharagpur | The administrative and infrastructural headquarters of the project | Dr. B. Sutradhar bsutra@ndl.gov.in |
| 4 | Project PI / Joint PI | Principal Investigator and Joint Principal Investigators of the project |
Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon |
| 5 | Website/Portal (Helpdesk) | Queries regarding NDLI and its services | support@ndl.gov.in |
| 6 | Contents and Copyright Issues | Queries related to content curation and copyright issues | content@ndl.gov.in |
| 7 | National Digital Library of India Club (NDLI Club) | Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach | clubsupport@ndl.gov.in |
| 8 | Digital Preservation Centre (DPC) | Assistance with digitizing and archiving copyright-free printed books | dpc@ndl.gov.in |
| 9 | IDR Setup or Support | Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops | idr@ndl.gov.in |
|
Loading...
|