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In the field of Korean as a foreign language (KFL) pragmatics, current scholarship documents a need for change in regards to speech styles as dynamic features (Byon, 2007; Chang, 2014; Cook, 2011; Jung, 2015; Park, 2012; Strauss & Eun, 2005; Yoon, 2010). However, speech styles are often taught at a pragmalinguistic level as a grammar point and in a textbook or in a classroom sociopragmatics presentation is limited to static contextual features such as one’s social status and/or age. Moreover, even though the honorifics system and speech styles are perceived as daunting by even the most advanced KFL learners (Brown, 2010, 2013; Byon, 2004, 2007; Choo, 1999; Shon, 1999; Yoon, 2010), the majority of KFL pragmatics research on speech styles focuses on students’ use and production of pragmatics features rather than focusing on the pedagogical application (see Byon, 2015; Song & Pyun, 2011). Instructors’ beliefs on teaching pragmatics and the background to their beliefs are also overlooked. This study is composed of three interrelated projects and grounded in pragmatics instructional studies, Pragmatic Consciousness Raising (PCR) (Rose 1994, 1999), multiliteracies pedagogy framework, and teachers’ beliefs research. The purpose of this mixed-method study is to understand KFL educators’ views on pragmatics instruction and the current state of pragmatics instruction in KFL programs at tertiary level institutions; the next step is to design and implement pragmatics lesson plans that are more practical and adaptable to current KFL programs. To this end, the research questions are 1) What is the current state of pragmatics instruction in KFL?; 2) What is KFL instructors’ cognition (Borg, 2006) of pragmatics instruction?; 3) Is speech styles instruction based on a multiliteracies pedagogy framework effective and what are the students’ perception toward the lessons? The research questions were answered through a survey and interviews of KFL educators as well as KFL students’ in-class and homework assignments and surveys before, during, and after the implementation of new lesson plans. The findings showed that the KFL field experienced positive changes such as collaboration with other instructors and curriculum development endeavors based on current theories and approaches in the field. However, similar issues and challenges to other less commonly taught language (LCTL) programs as well as their own unique challenges such as (over-)qualified teaching staff and an absence of equity and advocacy for instructors and programs still remained. The survey responses and interviews showed that both the administrators and instructors in KFL programs believe that pragmatics competence is crucial to developing proficiency in a foreign language and that pragmatics should be taught in class. The teachers’ own personal foreign language learning experiences were very influential in shaping their stated beliefs. However, it was also found that the teachers’ practices were based on their working definition of pragmatics rather than their espoused theories. In the classroom, textbooks provided the core element of curriculum and classroom practice, which the teachers thought contributed to persistently unsatisfactory approaches to pragmatics teaching. Drawing upon the survey and interview results, a series of instructional units, informed by PCR and multiliteracies pedagogy, was designed to be integrated into current textbook-oriented curricula and implemented in an upper elementary level Korean course. Contrary to the concerns of the interviewed KFL instructors, beginner-level students successfully participated and interacted meaningfully using authentic materials. The students showed development in metapragmatic awareness and in both pragmalinguistics and sociopragmatics knowledge. In addition, the students exhibited positive attitudes toward the instructional units. Based on this evidence, this dissertation concludes with implications and future research recommendations for teacher professional development training design, KFL curriculum, teaching material design, and teacher cognition research.

Researchers have discovered that a low level of instructor motivation can have negative effects on instructors, such as low-quality teaching and low engagement for the students. The purpose of this study was to explore university instructors' experience with motivation and how it might be important to their graduate students' experiences and success. This qualitative case study followed the conceptual framework of two motivational theories: the self-determination theory and the achievement goal theory. The research question explored instructor motivation and how students perceived that motivation. Furthermore, the research question and subquestions were designed to reveal ways instructor motivation influences graduate students. The study included 8 graduate students and 6 instructors of graduate students. Data sources were 2 written assignments with instructor feedback and interview responses of graduate students and instructors of graduate students. Data analysis included reviewing responses to interview questions and instructor feedback on written assignments. Open coding and axial coding were used to help ensure that categorization of the data was accurate. The resulting themes were (a) [The belief in student abilities], (b) [Being physically and mentally present], (c) [Relatedness], (d) [Instructor/Student synergy], and (e) [Instructor immediacy]. When the graduate students felt the instructor possessed high levels of motivation, they too felt highly motivated. The findings of this study tie instructor motivation to students and students' motivation back to the instructors. The instructor's and student's levels of motivation also impacted their coworkers or peers' level of motivation. The findings of this study could lead to future studies confirming the tie between instructors' and students' motivation and how it is contagious to those who are exposed to it.

Collaborative group learning is a popular method of instruction that is used in a variety of academic disciplines but little is known about how it is perceived as an instructional approach. The purpose of this study was to discover how college-level learners and instructors perceive collaborative group learning in regard to value and benefit, role of the instructor, and factors that contribute to positive and negative collaborative experiences. A non-experimental study provided information about participants in the form of descriptive data, correlational statistics, and qualitative analysis. Findings indicated that collaborative group learning was valued because it supported the achievement of learning goals, was an effective method of learning, and held professional benefit. However, value and benefit were reported to be affected by a variety of factors, such as work and reward inequities, the social context of collaboration, and the appropriateness of the activity to the learning situation and objectives. Findings related to the instructor's role showed that students acknowledged and accepted ownership of group processes; however, they also indicated that they would like the instructor to play an active role in the collaborative activity to support the learning process. This and other instructor role findings indicate the complexity of balancing instructor functions, as highlighted in results that showed some learners and instructors preferred a hands-off approach on the part of the instructor, while other learners and instructors felt that instructor involvement was a necessity. Suggestions provided by learners and instructors regarding instructor functions that supported effective collaboration included such activities as mentoring collaborative behavior, monitoring group and individual progress, and providing clear expectations and guidance. Findings from this study may be useful for informing the design, development, and implementation of collaborative group learning activities by providing insight into the factors that contribute to effective collaborative experiences, as well as perceptual differences and similarities between the learners and instructors. / Ph. D.

The riding lesson situation is complex and dynamic. Riding instructors must look at both the horse’s and the rider’s actions in order to provide useful and relevant instruction. The aim of this study is to describe and understand riding instructors’ pedagogical practice when giving riding lessons. The theoretical basis for the study is Engeström’s model for studying activity. His analytical model consists of six interrelated ”knots”. The activity system is continuously active through contradictions between the knots, ”knotworking”. These contradictions can occur at four different levels. By studying them we can arrive at an understanding of the structure of an activity system, in this case riding lessons. Ten riding instructors were interviewed and a number of riding lessons were observed. In collecting data, it was important to capture the use of language in pedagogical terms. The themes that formed the basis of interviews and observations were the concepts of communication, feeling and communication of feeling, as well as the roles of the riding instructor, the pupil and the horse. When the activity model was applied to the data, a number of knots could be observed, with the riding instructor as the subject and the pupil as the object. For example, the tools were horses and instructions. Parents and the riding hall were identified as rules and other riding instructors were the community. Finally, young people assisting the instructors and the pupils with grooming were identified as division of labour. Many of the statements and actions observed during riding lessons can be summarised in that they reflect a focus on the horse. Some riding instructors state unequivocally that what is most important to them is what is best for the horse. I call this an ”activity system with horse focus”. Another variety of statements and actions from the instructors shows an orientation towards the pupils. The instructors say that they have ambitions to support pupils in their learning. This is what I call an ”activity system with pupil focus”. Finally, there are statements and actions by instructors that can be explained by such things as ignorance, indifference or incompetence. One riding instructor says that there is a considerable amount of routine in her lessons. I call this an ”activity system with routine focus”. In this activity system the objects and goals often change places, unlike what happens in the other two activity systems. For different reasons, occasionally the routine focus switches into the other two activity systems. Contradictions were seen at four different levels within the three activity systems identified, e.g.: (1) riding instructors wanting to communicate with their pupils about the feeling of riding but lacking the words for it; (2) parents expecting that their child will get the opportunity to ride at every lesson and riding instructors feeling a pressure to meet these expectations even though they believe that the pupils need theory as well as practice; (3) the instructor wanting to improve her teaching but being inhibited by old traditions; and (4) modern teaching methods having developed within the general school system that require pupils to assume a degree of responsibility for their own learning. This stands in contradiction to the controlled riding lesson where pupils do not have much scope for acting on their own. Riding instructors give priority to the pupils or the horses to different degrees. They often act more or less subconsciously when they give pupils instruction or give them feedback. The horses are at the centre of the riding school and the riding lesson. The horses are a large part of the riding instructors’ everyday life and influential on their thinking about riding instruction. From an educational perspective, however, it would be desirable for instructors to place pupils and their learning at the centre. The need for and importance of pedagogical and didactic education for riding instructors ought to be emphasised. It is a challenge to develop riding lessons with an emphasis on optimising the conditions for pupils’ learning without taking the focus away from the horse and its wellbeing.

Title: COMPETENCY PROFILE OF FITNESS INSTRUCTOR Objectives: The aim of this work is to find out competencies of fitness instructor and make a competency profile, containing competencies, which are important for excellent fitness instructor. Methods: I applied the method of interview and the method of research in my thesis. The interview was used to make a list of competencies of fitness instructor. The research was applied in the final part of making competency profile, for an attestation of explorative competency profile of fitness instructor. Results: The result of the thesis is competency profile, respectively a list of competencies, which distinguishes an excellent fitness instructor from an ordinary one. Keywords: competence, instructor, fitness, fitness centre

The purpose of the study was to look into the subjects which the students express when they cry out to their recreation instructor, if there are similarities and differences in the subjects when they turn to their recreation instructor or when they instead turn to their teacher, which different roles and positions the students place their recreation instructors and the teachers in. I have used focused observations during three days in two different schools. Using the ideas of J.Butler on performative perspective, I´ve analyzed the way the students have positioned their recreation instructors and teachers through speech and actions. My conclusion is that students early on see hierarchical structures in school and help maintaining them.

Recently years, the nursing environment changed and increased heavy work loading to the clinical instructor, and caused clinical instructors to have job stress. At this transformed process, clinical instructors are easy to have the situation of burnout, and affected their professional commitment. This study is aimed to use the view of social exchange theory to discuss the relationship among job stress, burnout, professional commitment and perceived organizational support. The hypotheories are as below: H1¡GClinical instructors¡¦ Job Stress negatively and significantly affected Professional Commitment. H2¡GClinical instructors¡¦ Job Stress positively and significantly affected Burnout. H3¡GClinical instructors¡¦ Burnout negatively and significantly affected Professional Commitment. H4¡GClinical instructors¡¦ Burnout as an mediator positively and significantly affected to the relationship between Job Stress and Professional Commitment. H5¡GClinical instructors¡¦ Perceived Organizational Support as the moderator positively and significantly affected to the relationship between Burnout and Professional Commitment. The samples were collected from the clinical instructors who worked at Technology universities, Technical colleges, Junior colleges which located in north, central and south of Taiwan. And used the methods of descriptive statistic, factor analysis, reliability examination, difference analysis, relative analysis, regression analysis, hierarchical regression analysis, the results as below: H1¡GClinical instructors¡¦ job stress negatively and significantly affected professional commitment. H2¡GClinical instructors¡¦ job stress positively and significantly affected burnout. H3¡GClinical instructors¡¦ burnout negatively and significantly affected partial professional commitment. H4¡GClinical instructors¡¦ burnout as partial mediator positively and significantly affected to the relationship between job stress and professional commitment. H5¡GClinical instructors¡¦ perceived organizational support as partial moderator positively and significantly affected to the relationship between burnout and professional commitment. The finding is indicated that suitable job stress could raise clinical instructor¡¦s professional commitment, especially on self-esteem; and heavy work loading increased clinical instructors¡¦ burnout, especially for high burnout situation, their affective and normative commitment will be lower; Besides, in our study, Clinical instructors¡¦ burnout as an partial mediator affected to the relationship between job stress and professional commitment, and their organizational support as a partial affected to the relationship between burnout and professional commitment.

This dissertation examines the content of a required classroom management course to determine how preservice teachers are prepared for managing problem behaviors. Qualitative content analysis of interviews with four adjunct classroom management course instructors, their course syllabi, textbooks, assignments and projects, ancillary course materials, fieldwork, and formative assessment revealed how the topic of problem behaviors is incorporated and implemented in the design of the course and how the topic is addressed in the textbooks and other course materials selected for the course. The complexities of scholarly research, individual course instructors’ personal beliefs about classroom and behavior management and problem behaviors, and the implications of those personal beliefs upon text selection and course content that guide the preservice teacher’s developing philosophies to meet the challenges of today’s diverse educational settings provide the foundation for this interpretive analysis. Findings suggest that, regardless of the documented need for additional preservice teacher preparation in managing student behavior in general and problem behavior specifically, course content on problem behaviors in the classroom management course depends upon the course instructors’ personal beliefs about classroom and behavior management that developed through their personal knowledge, experience, and preferences. Academic freedom serves as a centerpiece of university professor and student rights. Academic freedom must support academic responsibility in the design, implementation, and evaluation of curriculum, preparation of course materials, complementary course offerings, and a competent and judicious treatment of the subject. Findings of this study reveal that the university’s academic responsibility for providing a “competent and judicious treatment of the subject” relies upon the personal beliefs of the individual course instructor. / text

The objectives of this study were to (1) characterize the nature of biochemistry faculty members' "instructor thinking" with regard to teaching upper-level, large-lecture biochemistry courses, (2) identify factors associated with changes in instructor thinking, and (3) investigate the relationship between instructor thinking and teaching practice. For the purposes of this study, "instructor thinking" was defined as an instructor's thoughts about (1) teaching, including the role of instructors, student engagement, instructional strategies, and assessment and (2) students and learning, including personal experiences with learning, student roles and capabilities, and student learning. Instructor thinking of three university faculty members was investigated over the course of two semesters. Semi-structured in-depth interviews, faculty members' reflective journals, e-mail, course documents and investigator observations and field notes served as qualitative data sources. Descriptive and interpretive data coding methods were applied to the data and emergent themes were reported in three individual case studies depicting instructor thinking. A cross-case analysis of the three cases was conducted and revealed factors associated with changes in instructor thinking: pedagogical dissatisfaction, creation of productive spaces for reflection by a knowledgeable other, and experimentation with assessment strategies. These factors opened the door for new lines of instructor self-inquiry and introspection about teaching and, in some cases, created new prospects for change in teaching practice.