Showing items with similar title or keywords.

• Teacher turn-allocation and repair practices in classroom interaction : a multisemiotic perspective 

  Kääntä, Leila (University of Jyväskylä, 2010)

  This study describes teacher turn-allocation and repair practices in classroom interaction. The primary aim is to investigate what kinds of embodied actions and other semiotic resources teachers draw on when allocating ...

• Teachers negotiating multilingualism in the EFL classroom 

  Pitkänen-Huhta, Anne; Mäntylä, Katja (De Gruyter, 2021)

  Tässä artikkelissa tutkimme suomalaisten englanninopettajien käsityksiä maahanmuuttajaoppilaista, joilla on monikielinen tausta, vieraan kielen luokkahuoneessa. Aiemmat tutkimukset monikielisistä oppijoista ovat keskittyneet ...

• The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms 

  Zerai, Desalegn; Eskelä-Haapanen, Sirpa; Posti-Ahokas, Hanna; Vehkakoski, Tanja (MDPI AG, 2023)

  This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the ...

• Subject teachers and classroom teachers' conceptions of early English teaching in Finland 

  Salo, Emmi (2022)

  Kielitaidon merkitys on kasvanut huomattavasti, mikä on korostanut kielenopetuksen tarvetta. Tämä näkyy myös perusopetuksen opetussuunnitelman muutoksessa (2019), jonka myötä ensimmäisen vieraan kielen (A1) opetus alkaa ...

• Leading learning and teaching via teacher-student and peers’ communicative activities in the classrooms 

  Khushik, Ghulam Abbas (2020)

  Teachers and students are the inseparable part of classrooms that have teaching and learning roles in the classrooms. Leadership is an additional role of the teachers and students in the classrooms. That leadership comes ...