This article presents a comprehensive interview conducted with ChatGPT and Google Bard, investigating the role of Artificial Intelligence (AI) in the domain of Foreign Language Teaching. The primary ...objective of this interview, supported by subsequent analysis, is to provide valuable insights into the use, significance, and functions of AI in the context of foreign language teaching. Conducting this interview was motivated by the belief that discussing AI without seeking the opinions and estimations of prominent chatbots would be a notable gap in existing modern research. Both ChatGPT and Bard were posed the same ten questions. These questions explored various aspects, including AI as a paradigm shift in teaching methodology, the most affected areas by AI, the changing roles of teachers and students in the wake of AI, the future importance of language education, the assistance of AI in lesson preparation, the role of AI as a direct learning partner for students, the impact of AI on student assessment, and the future development of foreign language methodology. The responses obtained were, at times, predictable, while in other instances, they proved remarkable and insightful. It is crucial to emphasise that these AI systems should not be solely relied upon as references. It is highly recommended to compare their assessments with those of human experts and other publications to attain a more comprehensive understanding. From the perspective of these two AI systems, this interview represents the current state of the art.
The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding which sources German-language teachers ...use for lesson preparation and what in-service training opportunities they perceive may shed light on how research findings can be incorporated into classroom practice.
These are some of the results from the 403 responses: In-service training courses are popular, but judged to be of little use. Social media offers are frequently used and assessed as helpful – despite the often poor quality, which teachers do not necessarily recognise. Therefore subject didactics should rethink certain traditions and explore new ways of reaching teachers. Because teachersʼ pracƟces of lesson preparaƟon tend to be idiosyncratic rather than determined by the subject matter, the findings from the survey are equally relevant and useful for all subjects and can contribute to a better alignment of subject science, subject didactics and teaching practice.
This study investigated the perspectives of grade one and two teachers on the essential lesson preparation made and its usefulness in the teaching and learning process. Descriptive or transcendental ...phenomenology using semi-structured interviews collected data from 43 (18 first grade and 25-second grade) teachers sampled randomly among participants of in-service training programmes in Mufindi District Council and Mafinga Town Council in the Iringa region. Using thematic content analysis, the study established that teachers were aware of key preparation activities preceding a focused lesson. The lesson plan was their main activity for executing the selected learning activities using appropriate instructional strategies for equipping pupils with the desired learning competencies. Moreover, teachers prepared a lesson plan to guide and boost efficiency in terms of achieving lesson competency (ies), become confident; hence use for every lesson. The study concludes that most of the teachers supported the use of lesson plans to boost efficiency in teaching and learning and recommends that the production and distribution of the lesson plan be done by one unit/agency.
•Stage focused coaching helps to improve teaching skills of student teachers.•Student teachers in the experimental group reach medium to large effect sizes.•Student teachers in the control group ...hardly show progress in their teaching skills.
This article focuses on improving the instructional quality of student teachers in elementary education. We developed a coaching approach involving classroom observation and appropriate lesson preparation and feedback templates. Using an untreated control group design with pre-test and posttest (n = 198), we answered the question ‘whether student teachers who learned to teach with the new coaching approach achieved a higher level of pedagogical and didactical teaching skills compared to student teachers who did not receive this approach’. The effect variable used was the observation instrument ICALT. We compared the average scores of the control group and the experimental group on the posttest (ANCOVA). The differences found on the posttest, after controlling for the confounding variables, were significant on all ICALT scales. These effect sizes are medium on the scales; ‘Safe climate’, and ‘Clear instruction’, and large on the scales; ‘Classroom management’, ‘Activating pupils’, ‘Adaptive teaching’, and ‘Teaching learning strategies’.
The purpose of the study was to investigate how Lesson Study influences pre-service teachers' learning to professionally notice students' mathematical thinking. The initial and last video-recorded ...discussions were analysed using a qualitative method. Findings suggest that Lesson Study can be useful means to improve pre-service teachers' noticing expertise in reviewing and planning lessons. However, to maximise the effect of Lesson Study on developing pre-service teachers' noticing expertise, several modifications need to be made to the Lesson Study protocol, which are discussed.
Zusammenfassung
Trotz zunehmender Praxisanteile im Lehramtsstudium wird das an der Universität erworbene Wissen von angehenden Lehrkräften häufig als zu theoretisch und wenig hilfreich für die ...unterrichtliche Praxis empfunden. Insbesondere für das Handeln im Unterricht, bei dem fachspezifisches Wissen unter Zeitdruck angewendet werden muss, kann das erworbene Professionswissen oftmals nicht effektiv genutzt werden. In der Lehramtsausbildung gilt die Unterrichtsreflexion (d. h. Vorbereitung und Analyse sowie Nachbereitung von Unterricht) als zentrale Tätigkeit, bei der Lehrkräfte ihr (deklaratives) Professionswissen nutzen sollen, um das zukünftige unterrichtliche Handeln zu antizipieren und passende Handlungsoptionen zu generieren. Es wird hierbei angenommen, dass eine umfassende Befähigung zur Unterrichtsreflexion – hier definiert als
reflexive Kompetenz
– einen positiven Effekt auf die Befähigung zur spontanen Wissensanwendung im Unterricht – hier definiert als
aktionsbezogene Kompetenz
– hat. Quantitative empirische Studien zu dieser Hypothese gibt es jedoch kaum. Folglich wurden in der vorliegenden Studie Zusammenhänge zwischen deklarativem mathematischem Professionswissen (fachliches und fachdidaktisches Wissen), reflexiver Kompetenz und aktionsbezogener Kompetenz bei
N
= 251 angehenden und praktizierenden Mathematiklehrkräften untersucht. Die Ergebnisse zeigen substanzielle positive Korrelationen zwischen dem mathematischen Professionswissen, der reflexiven und der aktionsbezogenen Kompetenz. Insbesondere korrelieren die reflexive und aktionsbezogene Kompetenz moderat bis hoch miteinander. Der direkte Effekt von mathematischem Professionswissen auf die aktionsbezogene Kompetenz wird partiell durch die reflexive Kompetenz mediiert. In der Teilstichprobe aus Lehramtsstudierenden (
n
= 116) ist diese Mediation vollständig. Mögliche Implikationen für die Professionsforschung und Lehramtsausbildung werden diskutiert.
This study examines the learning and related impact on classroom teaching of six EFL high school teachers' participation in collective lesson planning discussions (CLPDs) organised by a teaching ...research officer. Data were gathered from multiple sources, including observation notes, transcripts of collective lesson planning discussions and interviews, questionnaires and teaching materials. Data analysis shows that CLPDs exerted important influences on participating teachers' EFL teaching as a result of sharing resources and exchanging ideas. Some factors were found to impede the implementation of ideas and methods suggested in CLPDs such as teaching environment and students' language proficiency. Further research needs to examine the collaboration of teaching research officers and university researcher on a more constant basis to gauge the effectiveness of teacher development in fostering student achievement. Keywords Collective lesson planning discussion, EFL high school teacher, professional learning community, lesson preparation group, teaching research group
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