Thematische Bibliographien / English teachers – Training of – Ethiopia

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Dissertationen
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Auswahl der wissenschaftlichen Literatur zum Thema „English teachers – Training of – Ethiopia“

Autor: Grafiati

Veröffentlicht am 27. Juni 2021

Zuletzt aktualisiert am 11. Februar 2022

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Zeitschriftenartikel zum Thema "English teachers – Training of – Ethiopia"

Desalegn Youpo Ukute, Tesfaye Buche Bosha. „Oral Communication Difficulties Student-Teachers Face during their Practice of Teaching English at Arba Minch Teachers’ Training College: Ethiopia“. International Journal of Current Research and Academic Review 7, Nr. 4 (20.04.2019): 52–59. http://dx.doi.org/10.20546/ijcrar.2019.704.007.

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This research reports a case study of English majoring student-teachers’ oral communication difficulties at Arba Minch College of Teacher Education during their fourth round teaching practice. The overall aim of the study was to investigate the difficulties that English majoring student-teachers face in their oral communication in the teaching of English during their final teaching practice. To do this, the study employed qualitative and quantitative methods. Interview, questionnaire, classroom observation and focus group discussion were used to gather relevant data from student-teachers, students and ACTE instructors. The quantitative data were analyzed using SPSS software and the qualitative data were reported verbally. The results of the study revealed that the majority of the student-teachers have faced difficulties to express and share their ideas using English, to pronounce words correctly, to use grammatically correct sentences and to speak English consistently. Thus, it is better to recommend the concerned bodies should mitigate the identified problems through well built mobilizations.

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Desta, Minwuyelet Andualem. „An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation“. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, Nr. 1 (17.11.2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.

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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

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Yonas, Amanuel, und Senapathy M. „The Factors Impede Teachers’ Effective Use of Audio Visual Materials to Teach English Speaking Skills: ABBA PASCAL Girls’ School in Focus, Wolaita Zone, Southern Ethiopia“. Randwick International of Education and Linguistics Science Journal 1, Nr. 3 (31.12.2020): 439–48. http://dx.doi.org/10.47175/rielsj.v1i3.157.

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The purpose of this study was to explore factors impede teachers’ effective use of AVMs to teach ESS at Abba Pascal Girls’ School. The subjects used were 2 English teachers of grades 5, 6, 7 & 8 and sampled students. The grades had 2 sections that encompassed 50 students each. Convenience & systematic sampling techniques were employed to select the school & 32 informants among the population of 400. To get the exact number of the participants which are 4 of each section, the researchers divided the population’s number of the sections into the numbers of each student’s representation accordingly: 50÷4 = 12.5. Thus, every Nth participant was selected systematically according to their attendance lists. Therefore, 4 informants from each section were taken in the intention of the researchers. Both the teachers were directly taken as participants due to the manageable number of entire population. Then, the researchers employed mixed research approach after collecting data through questionnaire, interview & classroom observation. Quantitative data were analyzed in percentages; while qualitative were thematically organized & categorized in a statement form. Conclusion & recommendations were forwarded based on the findings. The findings are learning ESS using AVMs benefit teachers & students. Conversely, the challenges drawback teachers’ effective use of AVMs were underpinned in categories of, the challenges related to classroom, gadgets, teachers & students. Therefore, stakeholders of the school should facilitate technical training sessions for teachers & consider the class size. Finally, the windows of the classrooms should be painted with non-translucent paints.

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Wodebo, Amanuel Yonas. „Students’ Challenges to Speak EFL Skills: A Comparative Study Focused on Selected Private & State Elementary Schools of Wolaita Zone, Ethiopia“. Shanlax International Journal of English 8, Nr. 1 (01.12.2019): 19–26. http://dx.doi.org/10.34293/english.v8i1.1332.

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Background: Mastering English speaking skills can not only bring people to be able to communicate with others, but also bring positive impact on students’ academic performance. Objective:, The main purpose of this comparative study was to investigate into grade 8 students’ challenges of academic performance in EFL speaking skills. Methods: Each school of the targeted grades had 3 sections which encompassed 50 students. The informants therefore were sampled students and all EFL teachers. Thus, systematic sampling technique was employed to select 24 informants among the whole population of 300 students. Whereas, the EFL teachers, which were 4 in the year 2019 G.C., comprehensibly taken as participants of the study due to their manageable number of the entire population. A mixed research approach was employed via the tools questionnaire, interview and classroom observation. Then, quantitative data were analyzed in percentages; while qualitative were thematically organized and categorized in a form of statement. Findings: Finally, conclusion and recommendations were drawn based on the findings which were underpinned in particular and common challenges that drew back students’ EFL oral skills in each school. Problems related to curriculum and stakeholders of the school to fulfil every facility were particular challenges affected state school students’ EFL speaking skills. However, problems related to teachers and teaching aids challenged private school students’ EFL speaking efficiencies. Meanwhile, Psychological and social factors commonly affected both of the institution students’ EFL speaking skills. Conclusion and Recommendations: Therefore, the curriculum should consider EFL programs at first levels (grades 1-4) in all state schools. Besides, stakeholders of state schools should provide audiovisual materials and consider infrastructure. Training should be given for teachers as to how to maneuver audiovisual materials and foster EFL skills. Moreover, parents of the students should stay in touch with the schools’ community following up every performance of their children. On the other hand, private schools’ stakeholders should halt the flux of EFL teachers providing proportional incentives for their effort. Finally, teachers should encourage their students during practice and adapt fraternal approach.

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Turvey, Anne. „English Teachers in Training“. Changing English 4, Nr. 2 (Oktober 1997): 183–203. http://dx.doi.org/10.1080/1358684970040202.

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付, 晶晶. „The Working Status of English Training Teachers in Small-Scale English Training Institutions: A Case Study of Two English Training Teachers“. Vocational Education 08, Nr. 01 (2019): 63–68. http://dx.doi.org/10.12677/ve.2019.81011.

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Місайлова, Ксенія. „INTRODUCTORY TRAINING FOR AVIATION ENGLISH TEACHERS“. ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, Nr. 19 (10.06.2021): 102–13. http://dx.doi.org/10.35387/od.1(19).2021.102-113.

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The article raises the issue of creating a system of introductory training for Aviation English teachers for successful realization of teaching in military and civilian institutions of higher education in the aviation industry. A new scientific and pedagogical concept is introduced and argued, as «introductory training for teachers». Such training is necessary for teachers of higher educational establishments when transferring to higher positions into the institutions with another specialization, like transition from a civilian to a military institution to continue teaching career while teaching a foreign language for professional purposes. It was stressed in the article that in the context of transformation processes in Ukraine's transition to NATO and ICAO standards it is necessary firstly to train qualified teaching and instructional staff for the Air Force of the Armed Forces of Ukraine to ensure high quality of future specialists training. The article considers the requirements set by the International Civil Aviation Organization (ICAO) for teachers who teach Aviation English to pilots and air traffic controllers in higher education institutions or on the basis of accredited training organizations. The conclusion on expediency and necessity to use these requirements to implement into the system of introductory training of Aviation English teachers in higher education establishments of Ukraine is made. There is also an approximate content of introductory training program for Aviation English teachers, as a result of which teachers will have an opportunity to acquire necessary knowledge and skills to teach Aviation English. Key words: introductory teacher training; Aviation English teacher; teacher qualification; international requirements; ICAO; educational process; International Civil Aviation Organization; pilot; ATC; air traffic control; radio exchange.

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Hahn, Aaron. „Training Teachers“. Language Teacher 37, Nr. 3 (01.05.2013): 19. http://dx.doi.org/10.37546/jalttlt37.3-3.

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Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or not increased training increases compliance with the guidelines. This paper examines two local contexts to determine the role that proper training can play. Specifically, it considers informal training provided at a public high school by an Assistant Language Teacher, along with training conducted by a Board of Education to prepare elementary school teachers to begin teaching foreign language classes. 過去数十年にわたり、政府は文部科学省が公布する学習指導要領を通して、英語教育にコミュニカティブ・ランゲージ・ティーチング(CLT)をより多く導入するよう教育機関に指導してきた。このようなトップダウン指導は多様な結果を導いた。一般的によくあげられる問題として、英語講師は十分なCLT研修をほとんど受けていないので、新たな学習指導要領を効果的に活用できないと論じられる。しかし、CLTに対する異議はそれだけはなく、果たして研修が増えれば講師の学習指導要領の実践につながるかどうかが論点となる。本論では、公立高校においてALTが行う非公式の研修と、小学校教師が外国語のクラスで生徒に教えるための準備として教育委員会が実施する研修という2つの状況を通して、適した研修が果たす役割を考察する。

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Thi Hong Nhung, Pham. „General English Proficiency or English for Teaching? The Preferences of In-service Teachers“. RELC Journal 49, Nr. 3 (28.03.2017): 339–52. http://dx.doi.org/10.1177/0033688217691446.

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At the implementation level of the national project ‘ Teaching and Learning Foreign Language in the Public-Sector Educational System for the 2008–2020 Period’, the Vietnamese Ministry of Education and Training (MOET) provided large-scale general English proficiency training for key English teachers and classroom English training for a pilot group of teachers. This research explores in-service teachers’ perceptions of the usefulness of the training and of the changes which occurred in their classrooms as a result of the training. The findings have shown that although in-service teachers across different levels of proficiency appreciate both sets of training, they found classroom English training more relevant and practical to their teaching context. The results of the study also suggest that in contexts with insufficient numbers of qualified foreign language teachers, high proficiency standards for teachers compared with their current level of proficiency, and limited support for in-service teachers to achieve and maintain the required proficiency, classroom English training can be considered as a strategic choice and hence, should be prioritized.

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IRKHINA, Yuliana, Kateryna MULYK, Olga ALEKSEEVA, Kateryna SKYBA, Iryna POSTOLENKO und Svitlana AMELINA. „Active Forms of Training Future English Language Teachers“. Revista Romaneasca pentru Educatie Multidimensionala 12, Nr. 3 (21.09.2020): 182–99. http://dx.doi.org/10.18662/rrem/12.3/316.

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Dissertationen zum Thema "English teachers – Training of – Ethiopia"

Koc, Serdar Engin. „English Language Teachers“. Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo
Certificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

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Eret, Esra. „Prospective English Teachers“. Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.

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ABSTRACT PROSPECTIVE ENGLISH TEACHERS&rsquo
VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo
views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent
the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying
and the program and courses were generally adequate. On the other hand, from the students&rsquo
viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo
s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.

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Ma, Tian-min Maggie. „Teacher education curriculum and social transition : English teacher training in Shanghai /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136705.

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Wallis, Leonard James Michael. „Teachers of English as a foreign language : male native English speakers in Saudi Arabia“. Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273531.

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Karakaya, Kadir. „An Investigation Of English Language Teachers“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612234/index.pdf.

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This study aimed at investigating the attitudes of English language teachers in Turkey toward computer technology and the extent to which they use technology in language instruction. The data were collected from a sample of English teachers working at public schools all throughout Turkey. In order to ensure triangulation and complementarity, mixed methods research was used combining both quantitative and qualitative research methods. A questionnaire and semi-structured, face-to-face interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted so as to analyze the data. The results of the data analysis yielded positive findings regarding English teachers

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Thomas, Keith Robert. „Men training to be secondary English teachers : a case study“. Thesis, University of Hertfordshire, 2006. http://hdl.handle.net/2299/14315.

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This is a case study of seven men training to be secondary English teachers on a one year Postgraduate Certificate of Education (PGCE) in a. university department of education. Men training to be English teachers are worthy of investigation because men are in a minority both on PGCE secondary English courses and in English departments in schools in England. As more women than men teach English in secondary schools, initial training takes place in predominantly female English departments and school mentors are more likely to be female. Within this statistical context, this qualitative study attempts to understand what happens to a group of men during their initial training as they enter part of the education profession that is predominantly female. Men's socialisation and processes of adaptation have been widely researched in the predominantly female areas of early years and primary education, but have been hitherto overlooked in the secondary sector, in spite of the perception of the feminisation of the subject of English. In the study, female mentors are shown to possess gendered stereotypical expectations of male trainees regarding their ability to work hard, organise paperwork, plan effectively and exert forceful power. With limited access to other male English teachers, the male trainees resist the classroom management strategies they observe, preferring to be `comfortable', `laid back' and `jokey'. They develop more gentle teaching styles and personae that they see as appropriate for male teachers working with teenagers. Their relationship with the subject of English also shifts as they reject the new emphasis on functional literacy and embrace the literature components of the English curriculum, which are more familiar to them. Their experience of training forces the men to reconsider their masculinities and to renegotiate relationships with colleagues, pupils and the subject of English. The analysis of the interrelationship between the three areas of masculinities, initial teacher development and the subject of English reveals deeper knowledge of each. Within the richness of the findings, the interconnections between the three areas are explored and a unique body of knowledge about male English teachers during their training is revealed.

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Straker, N. „The shortage of mathematics teachers in English secondary schools“. Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373489.

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Crew, Vernon. „English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers“. Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.

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Maciel, Carla Maria Ataíde Hawkins Bruce Wayne Kalter Susan. „Bantu oral narratives in the training of EFL teachers in Mozambique“. Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280981&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202917314&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on February 13, 2008. Dissertation Committee: Bruce Hawkins, Susan Kalter (co-chairs), Kristin Dykstra. Includes bibliographical references (leaves 258-275) and abstract. Also available in print.

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McGowan, Jessica E. „Training and resource guide for beginning teachers of TESOL“. Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.

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Bücher zum Thema "English teachers – Training of – Ethiopia"

Hassen, Seife. A comparative evaluation of the Diploma and B.Ed English Language Teacher training at Kotebe College of Teacher Education in Ethiopia. [s.l.]: typescript, 1996.

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Women in faculties of teacher training institutions in Ethiopia. Addis Ababa: UNESCO International Institution for Capacity Building in Africa, 2003.

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Abebe, Workneh. Teacher training and development in Ethiopia: Improving education quality by developing teacher skills, attitudes and work conditions. Oxford, UK: Young Lives, 2013.

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Doff, Adrian. Teach English: A training course for teachers. Cambridge: Cambridge University Press in association with the British Council, 1988.

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Protherough, Robert. The making of English teachers. Milton Keynes: Open University Press, 1991.

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Exploring Japanese University English teachers' professional identity. Bristol: Multilingual Matters, 2012.

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Doff, Adrian. Teach English: A training course for teachers : trainer's handbook. Cambridge [Cambridgeshire]: Cambridge University Press in association with the British Council, 1988.

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Doff, Adrian. Teach English: A training course for teachers : teacher's workbook. Cambridge [Cambridgeshire]: Cambridge University Press, in association with the British Council, 1988.

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Elizabeth, Ayalew, und Addis Ababa University. College of Education., Hrsg. Proceedings of the Conference on Teacher Education for Sustainable Development in Ethiopia: May 5-6 2006, Ethiopian Management Institute, Debre Zeit. Addis Ababa: College of Education, Addis Ababa University, 2007.

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Anne, Feunteun, Hrsg. Teaching children English: A training course for teachers of English to children. Cambridge: Cambridge University Press, 1995.

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Buchteile zum Thema "English teachers – Training of – Ethiopia"

Li, Daguo, und Viv Edwards. „Overseas Training of Chinese Secondary Teachers of English“. In Second and Foreign Language Education, 373–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_21.

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Li, Daguo, und Viv Edwards. „Overseas Training of Chinese Secondary Teachers of English“. In Second and Foreign Language Education, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_21-1.

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Vu, Thi Thanh Nha. „Training English-Medium Teachers: Theoretical and Implementational Issues“. In Higher Education in Market-Oriented Socialist Vietnam, 283–306. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46912-2_15.

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Lee, Seung-Min. „Training Young Learners in Meaning Negotiation Skills: Does it Help?“ In Teachers Exploring Tasks in English Language Teaching, 103–12. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_10.

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Howard, Anne McLellan. „Bangladeshi English Language Teachers’ Use of Transnational Teacher Training“. In Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education, 63–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64140-5_4.

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Hino, Nobuyuki. „6. Training Graduate Students in Japan to be EIL Teachers“. In Preparing Teachers to Teach English as an International Language, herausgegeben von Aya Matsuda, 87–99. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097036-008.

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„Teachers, training, and teaching“. In A Critical Ethnography of 'Westerners' Teaching English in China, 93–110. Routledge, 2013. http://dx.doi.org/10.4324/9780203078051-10.

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„Training Teachers Through Their Students’ First Language“. In Preparing Quality Educators for English Language Learners, 33–54. Routledge, 2006. http://dx.doi.org/10.4324/9781410617347-6.

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„8. Engaged Scholarship Training TESOL Instructors“. In Narratives of Adult English Learners and Teachers, 85–97. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923187-010.

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Bryfonski, Lara. „Training Native and Non-native English-Speaking Teachers“. In Research on Teaching and Learning English in Under-Resourced Contexts, 128–42. Routledge, 2021. http://dx.doi.org/10.4324/9781003057284-10.

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Konferenzberichte zum Thema "English teachers – Training of – Ethiopia"

Stoian, Andreea Mihaela. „Professional Development And Continuous Training Of English Teachers“. In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.210.

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Lukman, H. B. „Needs Analysis Training Basic English For Teachers At Primary School“. In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.23.

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Sun, Yu, und Tingting Gao. „Immersion Training of Pre-Service Primary School English Teachers’ Professional Competence“. In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.247.

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„Research on Status and Problems of Learning Community Construction of English Teachers“. In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71109.

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Jintapitak, Manissaward, und Deng Meini. „Designing a Questionnaire for English Teachers, Morejoy Education, Chongqing, China to Figure out Teachers’ Need of Training“. In 2019 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT-NCON). IEEE, 2019. http://dx.doi.org/10.1109/ecti-ncon.2019.8692307.

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„The Developing Mode of College English Teachers in the Context of Transformation“. In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29006.

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Feng, Zhiming. „The Application of Classroom Simulation Exercises Teaching Method in English Pre - service Skill Training for English Teachers“. In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.139.

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Orii, Mamiko, und Kyoko Oga. „AN ICT-SUPPORTED PRONUNCIATION TRAINING COURSE FOR PRE-SERVICE ENGLISH TEACHERS IN JAPAN“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0548.

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Cao, Li. „Study on Professional Development Training Method of Open and International University English Teachers“. In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.408.

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Orii, Mamiko, und Kyoko Oga. „DEVELOPING A TECHNOLOGY SUPPORTED IN-SERVICE TRAINING PROGRAM ON ENGLISH PRONUNCIATION FOR TEACHERS“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0472.

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Berichte der Organisationen zum Thema "English teachers – Training of – Ethiopia"

Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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