LEAD - Learning Enhancement and Academic Development

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14083

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An instrument to elicit teachers' beliefs and assumptions
(Oxford University Press, 2003-10-01) Donaghue, Helen
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.
Using a community of practice for teacher professional development in the United Arab Emirates
(Analytrics, 2012) Gitsaki, Christina; Donaghue, Helen; Wang, Ping; Boufoy-Bastick, Béatrice
Achieving teacher transformation through professional development training programs is not always guaranteed. Research has shown that teacher transformative learning is more likely to occur through professional interactions with colleagues and critical reflection. Such processes can help teachers develop new knowledge, change their previous beliefs about teaching, implement new strategies in class, and improve their classroom teaching practice. A Community of Practice (CoP) professional development model provides an environment where such learning can be achieved. While popular in the West, the CoP model is underused in parts of the world that have traditional educational systems, such as the Middle East. This chapter reports on a teacher professional development program using a CoP model designed to provide training on classroom teaching strategies and techniques to 25 college teachers in the United Arab Emirates (UAE). The chapter first describes the process of the CoP program and then reports on the results of an investigation of the participants’ attitudes towards the program and the content of the training sessions as well as how they implemented the specific teaching techniques in their classes.
A reading model for foundation year students at a tertiary institution in the United Arab Emirates
(University of Cambridge ESOL Examinations, 2012-08) Donaghue, Helen; Thompson, Jason
This article outlines the implementation of a reading model for foundation year students at a tertiary institution in the United Arab Emirates (UAE). The aim of the reading model was to uncover and address diﬃculties students experienced in second language (L2) reading and help them achieve a reading level to enable progression to a bachelor degree course. We started by designing a reading construct, based on a socio-cognitive model of language proﬁciency (Weir 2005), which formed the basis for writing learning outcomes. We then initiated a cycle of curriculum planning, teaching, test planning, testing, analysis and feedback. In this article we report on the design process and implementation of the reading model.
Participant voices: Observation in educational settings
(HCT Press, 2013) Donaghue, Helen; Howard, Amanda; Donaghue, Helen; Howard, Amanda
The co-construction of face and identity in post-observation feedback meetings [Oral Presentation]
(2013-05) Donaghue, Helen
Professional teaching portfolios
(TESOL Arabia, 2013-06) Donaghue, Helen; Dolci, Ida
This article considers the uses and benefits of a professional teaching portfolio. Portfolios can vary according to their use and audience but will probably have similar features in content and format. We discuss portfolios as professional development tools and as a means to review teacher performance. In addition, we make suggestions about what might be included in a professional portfolio and report on its use for teacher evaluation at a federal university in the UAE.
Talking about reading: Students' perspectives
(TESOL Arabia, 2014) Donaghue, Helen; Thompson, Jason; Emery, Helen; Moore, Nick
E-Learning in action: Learning by doing
(HCT Press, 2014-11) Dowling, Sean; Donaghue, Helen; Gunn, Cindy; Raven, John; Hayhoe, Simon; Dowling, Sean; Donaghue, Helen; Gunn, Cindy; Raven, John; Hayhoe, Simon
Reflecting on mobile learning: A community of practice approach
(HCT Press, 2014-11) Donaghue, Helen; Dowling, Sean; Donaghue, Helen; Gunn, Cindy; Raven, John; Hayhoe, Simon
The recent (and sudden) introduction of iPads into HCT Foundations classrooms meant that teachers had to become efficient iPad users very quickly. More importantly, they also had to work out how to adapt their teaching practice to incorporate the use of these mobile devices. To support teachers in this endeavor and to encourage teacher learning, a community of practice (CoP) group was set up at Sharjah Men’s College (SMC) where teachers met regularly to reflect on, share experiences of, and share best practice in the pedagogical use of iPads. This article describes the implementation of the CoP group and reports on data results from recordings of meetings with CoP participants.
Teacher Evaluation in Second Language Education
(Bloomsbury, 2014-12-18) Howard, Amanda; Donaghue, Helen; Howard, Amanda; Donaghue, Helen
Effective language learning depends on effective instruction. In order to investigate whether or not this is taking place, teachers' classroom pedagogical practices, both in-service and pre-service, are frequently monitored by means of observation and feedback. However, research indicates that although this process has potential value for teacher learning and development, there are also a number of attendant problems and it is therefore important that practitioners share their experience with others in the field in order to expand the existing knowledge base. This volume investigates participant experiences, looking beyond the materials used and examining the way in which language teachers are evaluated and supported throughout their careers. Particular attention is given to the practices and frameworks involved, outlining key approaches and discussing tools for investigation and collaboration. The book highlights the importance of the use of talk to foster reflection and teacher learning, the value of learning from experienced others and the importance of giving voice to all those involved in the process of development and evaluation.
Differences between supervisors’ espoused feedback styles and their discourse in post-observation meetings
(Bloomsbury, 2014-12-18) Donaghue, Helen; Howard, Amanda; Donaghue, Helen
Changing practice and enabling development: The impact of technology on teaching and language teacher education in UAE federal institutions
(Palgrave Macmillan, 2015) Donaghue, Helen; Farrell, Thomas S. C.
The global trend of increased technology use for information access, communication and entertainment is extending into educational settings, prompting educators to consider the role of technology and review more traditional teaching and learning methodologies. Whether or not we agree with the growing opinion that “Traditional teaching and learning methods are becoming less effective at engaging students and motivating them to achieve” (Gitsaki et al., 2013: 1), the use of technology in English language teaching and learning is increasing. Technology is moving from being a supplementary resource (e.g. language labs, Computer Assisted Language Learning) to a means of language instruction and practice, made increasingly easier by personal and mobile devices. However, it is well recognized that the successful integration of new technologies in education is dependent on teachers (Mumtaz, 2000; Albrini, 2004; Judson, 2006; Keengwe et al., 2008; Rossing et al., 2012). Their personal beliefs, assumptions and attitudes to technology will influence the acceptance, use, effectiveness and success of new initiatives; therefore, teachers who are required to implement change need sufficient time, support and training, without which they are unlikely to see the value and affordances of new technology. It is important, then, that teachers in this environment are effectively prepared for potential changes in classroom practice (Ess, 2009) and supported in ongoing learning (Abadiano & Turner, 2004; Borko, 2004).
Identity in post observation feedback [Oral Presentation]
(2016-06-04) Donaghue, Helen
Engaging student teachers in reflection through microteaching and interaction
(LinguaBooks, 2017) Donaghue, Helen; Oxholm, Alice
Post observation feedback: The influence of identity and face [Oral Presentation]
(2017) Donaghue, Helen
Co-constructing positive identities in post-observation talk
(Universidad Nacional de Colombia, 2017) Donaghue, Helen; Cárdenas, Melba Libia; Basurto Santos, Nora M.
Experiences of second language teacher education [Book Review]
(Routledge, 2017-01-22) Donaghue, Helen
Teachers challenging supervisors' powerful identities during post observation feedback [Oral Presentation]
(AILA, 2017-07-29) Donaghue, Helen
Help or hindrance: A critical examination of trainer talk [Oral Presentation]
(IATEFL, 2018-04-13) Donaghue, Helen; Oxholm, Alice
This talk will critically examine trainer talk during discussions with student teachers about teaching practice. Using data extracts, we will show instances of trainer talk that hindered or helped student teachers to reflect. We will recommend a data-led approach to examining trainer talk and will show the strategies that helped us improve our own practice.
Relational work and identity negotiation in critical post observation teacher feedback
(Elsevier, 2018-08-15) Donaghue, Helen
This article responds to the call for more empirical research to further our understanding of how identities are produced and performed in discourse. Data extracts from dyadic post observation feedback meetings between an experienced teacher and two supervisors are analysed. Analysis focuses on the relational work participants do to achieve identities in interaction. Analysis reveals delicate and complex negotiation processes as participants claim, ascribe, challenge, and relinquish local identities. Analysis shows that identities are emergent, relational and co-constructed, and that (im)politeness is an interactional resource used to construct identities. This article extends previous research by comparing interactants' relational work. Analysis of data extracts from two different meetings in which a supervisor points out the same teaching problem (poor instructions) with the same teacher enables a comparison of how identities are achieved. One supervisor uses politeness strategies while the other adopts aggressive and critical behaviour to claim and ascribe the same identities. In both instances the teacher resists but then co-constructs his negative ascribed identity. Within a linguistic ethnographic framework, micro analysis of feedback talk is supplemented with ethnographic interview data to enable a contextualised examination. Ethnographic data reveal the influence of institutional goals on local identity construction and relational work.