There is an increasing number of transnational faculty who work outside their home countries, yet little is known about their transnational social fields and how their transnationality may intersect with their scholarship practices. This interdisciplinary qualitative study explores the self-positioning and teaching, research, and service approaches of three foreign-born, transnational teacher-scholars in the United States. Data was collected through a written questionnaire and semi-structured interviews. In addition to questions about their cross-border ties and teaching, research, and service scholarships, the participants were asked to narrate several critical incidents from their transnational lived experiences and to describe a significant personal artifact they owned. Positioning theory and the concept of non-place migrant identity were used to identify participants’ self-positioning in relation to place and their teaching, research, and service scholarship practices. Grounded in a social constructionist paradigm, the data was analyzed using thematic analysis. The study provides further empirical support that transnationality and scholarship shape one another as transnational teacher-scholars use their transnational past and present as an asset and a form of capital in their teaching, research, and service scholarships. Findings also reveal that transnational teacher-scholars position themselves at different points on the continuum of non-place identity and belonging. The study concludes with recommendations for encouraging transnational student-teachers and faculty to realize and capitalize on the strengths they bring to the academy.

The purpose of the study was  to identify the extent of staff  involvement  in research, to underline the nature of communication among the existing staff through research (academic and administrative), and mark  the extent to which research serves the transformative vision vested in the Ethiopian   universities, in line with the higher education proclamation 650/2009.  A descriptive survey design was used in the research since the study focused on status analysis regarding research productivity. For the materialization of the research, data were collected from   teachers and   top administrative officials   who were concerned with research matters. The findings denoted that, though the staff had enormous research skills and considerably  long years of services, they did not produce research owing, largely, to lack of initiative at institutional level, heavy task-load to some extent, and lack of good incentives and initiation to the most. The research is expected to be significant for teachers and students in higher educational institutions in Ethiopia as it embarks upon the productivity of research as a innovative means. It also marks the way research resources must be utilized other than the ceremonial undertaking most institutions hold. So, it underlines the concern behind use of research resources to come up with fertile findings which an bring about workable achievements.

This paper aims to probe into the attitudes of prospective English language teachers and practice English language teachers towards disruptive behaviors of their students in order to shed light upon the affective aspects of teachers in classroom management in foreign language teaching. Therefore, 8 practice English language teachers and 41 pre-service English language teachers participate into the study. Within this frame, both quantitative and qualitative research methodologies are amalgamated to collect data. In detail, the scale for teachers’ attitudes towards disruptive behaviors in classrooms, semi-structured interview, and observation techniques are used. Results are analyzed with respect to these two methodologies. Following the data collection and analyses, both their attitudes and practices in relation to these attitudes are scrutinized. Then, implications and suggestions regarding disruptive behaviors are discussed in detail.

There has been a mixed pattern of results concerning the use of Facebook in ESL writing outside class in the literature. To understand such a pattern, the researchers intend to gain an in-depth insight about the students’ perceptions of the benefits and drawbacks of using Facebook in ESL writing. The researcher conducted this study with their students at one of the institutions in Saudi Arabia. 10 students participated in this study while they were studying the English composition course, which focused on different types of essays and academic writing. Their level of English proficiency was at the upper intermediate level. The researchers employed three methods to collect data: a questionnaire, an interview, and participant observations. The findings show six benefits for using Facebook in ESL writing: (1) motivation to write, (2) collaboration among students, (3) improvement of writing, (4) being a good medium to practice writing outside class, (5) providing a less-pressure atmosphere for writing, and (6) ease of use and enabling writing anytime anywhere. Two drawbacks were identified: (1) distraction by chat invitations and (2) use of impolite language. The researchers provided suggestions for maximizing the benefits and minimizing the drawbacks.

The purpose of this article is to provide a more comprehensive picture of English language teacher preparation in Ethiopia on top of a closer analysis of current English language teacher education program. In particular, it presents English language teacher education within the context of policy implementation and teacher preparation models over the last six decades by highlighting key reforms and how these reforms impacted the English language teacher preparation system. Different studies currently reveal that teacher preparation in Ethiopia in general and English language teacher preparation in particular is entangled with multiple problems. Hence, this article critically investigates major challenges of the current English language teachers’ preparation program of Ethiopia and recommends possible intervention model which helps to curb the problem.

In the light of globalization and cross cultural interaction and exchange, supporting foreign language teachers and learners with intercultural awareness is the base for effective language learning and communication as well. The aim of the current study was to investigate EFL teachers' perceptions towards culture teaching and examine the impact of incorporating intercultural knowledge in EFL teaching on developing students reading attitude. It was predicted that university students receiving EFL training program based on incorporating cultural knowledge would develop positive reading attitude. Questions verbalized to accomplish the purpose of the study focused on: (1) exploring EFL teachers' perceptions towards incorporating cultural knowledge in classrooms. (2) exploring EFL teachers' perceptions towards the impact of culture teaching on students' language skills and attitude (3) Finding out differences regarding pre- and post-reading attitude scale of experimental group. A reading attitude scale for measuring students' reading attitude was used for data collection in addition to a questionnaire that investigated teachers' perceptions towards culture teaching. Results revealed that EFL teachers support incorporating culture teaching. Moreover, the statistical analysis of the results proved that incorporating intercultural knowledge in teaching positively impacts students reading attitude.

Teaching is a complex process integrating both intellectual and moral-civic goals. Even if theoretically these goals are of the same importance, practically intellectual aims seem to be a priority. The present study has two parts: a theoretical part and an empirical part. In the first part, we shall analyse the relationship between intellectual and moral in two areas of debate: at the level of the finalities of education and at the level of the teaching profession. In the second part of the study we shall present an empirical approach in which we shall investigate the perceptions of Romanian teachers on professional roles, focusing on the relationship between intellectual and moral-civic roles. The empirical purposes of our research are: 1. To investigate the perceptions of Romanian teachers on moral roles and intellectual/technical roles in the teaching profession; 2. To analyse the teachers’ perception upon the components of professionalism; 3. To draw comparisons between the perceptions according to 3 variables (position, didactic degree, teaching experience). The data was collected from a sample of 440 teachers. The research instrument was a questionnaire, designed specifically for this purpose. The results reveal several findings: 1. Romanian teachers attach the greatest importance to the perception on quality teaching; 2. teachers who teach in kindergarten and primary school perceive moral-civic values as more important than teachers who teach at middle school and high school; 3. senior teachers consider that loyalty to the institution is important to a higher degree than junior teachers.