Journal articles on the topic 'Language Teacher Education (LTE)'
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1
Johnson, Karen E., and Paula R. Golombek. "Informing and transforming language teacher education pedagogy." Language Teaching Research 24, no. 1 (June 11, 2018): 116–27. http://dx.doi.org/10.1177/1362168818777539.
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Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.
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Ong'ondo, Charles Ochieng'. "The Knowledge Base for Language Teacher Education Revisited: A Review." International Journal of English Language Teaching 4, no. 2 (June 28, 2017): 27. http://dx.doi.org/10.5430/ijelt.v4n2p27.
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The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for language teachers to understand the relationships between principles and procedures oflanguage teaching. While this paper focuses on English language, I believe that the issues raised are relevant to anyother second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge basefor LTE is not limited to English Language (EL) Contexts.
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Peercy, Megan Madigan, and Judy Sharkey. "Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base." Language Teaching Research 24, no. 1 (June 6, 2018): 105–15. http://dx.doi.org/10.1177/1362168818777526.
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Inspired by the recognition of teachers and teacher learning in the knowledge base and the calls for greater attention to the pedagogies and development of teacher educators, in this brief essay we posit that a deeper understanding of the teacher educator as scholar, as practitioner, as researcher, is critical to the LTE knowledge base.
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Van Canh, Le. "Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective." Language Teaching Research 24, no. 1 (June 7, 2018): 71–81. http://dx.doi.org/10.1177/1362168818777525.
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Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to teach responsively is desired.
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Lacorte, Manel. "LANGUAGE TEACHER EDUCATION. Jon Roberts. London: Arnold, 1998. Pp. viii + 346. $70.00 cloth, $19.95 paper." Studies in Second Language Acquisition 22, no. 4 (December 2000): 600–601. http://dx.doi.org/10.1017/s0272263100284064.
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This volume is a valuable contribution to the field of language teacher education (LTE) because of its innovative approach to language learning and teaching as well as its consistent organization. As noted in the introduction, the book is intended for language teachers “who will make, or have made, the step from teaching to training” (p. 1). To this end, the author relates the teachers' experience and understanding of the classroom context to a broadly social constructivist perspective, based on the relevance of the personal and social dimensions of learning to teach.
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Abdullah, Tina, Fauziah Ismail, Zubaidah Awang, and Azian Abd. Aziz@Ahmad. "Patterns of Teacher Trainee Grammar Talk in Second Language Classrooms." LSP International Journal 8, no. 1 (June 25, 2021): 81–94. http://dx.doi.org/10.11113/lspi.v8.17233.
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Literature in Language Teacher Education (LTE) has highlighted that teaching of grammar should be included as a foundational framework for all language teaching. This indicates that teacher trainees need to be trained with a firm foundation for grammar teaching in language classrooms. Thus, an investigation on how teacher trainees taught grammar and the pattern of their grammar instruction can provide insights to teacher trainees and teacher educators on grammar teaching methodology practised in language classrooms. By understanding how teacher trainees present grammar in their classrooms and what patterns emerged from their grammar instruction can lead to ongoing process of searching for better grammar teaching in language classrooms. This article shares the findings on an investigation conducted on how and what was practised by teacher trainees in their grammar instruction. Two prevalent patterns were discovered. Transmission technique which is teacher fronted and interaction technique which is teacher-student-teacher fronted were commonly practised by the trainees. However, the teacher-fronted technique dominates the interaction technique. This signals that teacher educators need to promote more interactive techniques in the LTE programme so that trainees are trained to teach grammar by utilising more interactive techniques such as questioning (to use more convergent and divergent questions instead of literal questions) and giving corrective feedback (to elicit and recast instead of repeating) which promote two-way grammar teaching.
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Zhang, Xiaojing. "In-Service LTE Program for Chinese Private Institute English Teachers." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 80–90. http://dx.doi.org/10.26689/jcer.v5i8.2437.
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This paper describes a half-year in-service Language Teacher Education (LTE) program, targeting the trainee teachers who work in Chinese private English institutes. This is to better prepare them at the outset of their career. Primarily intending to build the trainee teachers’ professionalism and raise their awareness, an overall illustration of adopted training courses and choice of activities are introduced in this paper. Focusing on integrating instructional knowledge from ESL and English language teaching, the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities. Principles underpinning this program design are illustrated one by one. A course like this may not foster all teachers to become professionals at once, but to be a reflective practitioner can be a reachable goal, as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.
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Teemant, Annela. "Reframing the space between: Teachers and learners in context." Language Teaching Research 24, no. 1 (June 6, 2018): 82–93. http://dx.doi.org/10.1177/1362168818777527.
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New audiences, new theoretical understandings of cognitive development and teaching, and the moral imperative to reach all learners and teachers require reframing how we assess our effectiveness in ELT. In this article, I present four areas of LTE that require reframing: (1) Who we prepare (2) with what content (3) to competently participate in personal and social change, (4) by making the space between teacher and students active with responsive assistance that improves learner outcomes.
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Krajka, Jaroslaw. "Non-Native Teachers Investigating New Englishes." Aula Abierta 50, no. 2 (June 24, 2021): 585–92. http://dx.doi.org/10.17811/rifie.50.2.2021.585-592.
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While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English. The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.
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Mangubhai, Francis. "The Moral and Ethical Dimensions of Language Teaching." Australian Journal of Education 51, no. 2 (August 2007): 178–89. http://dx.doi.org/10.1177/000494410705100206.
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Much has been written about teacher thinking and knowledge that underpin teacher behaviour in the classroom. Until the 1990s considerably fewer writers considered the moral and ethical dimension of teaching. This article reports on a study that analysed six Languages Other Than English (LOTE) teachers' reports about their teaching. Under the broad category of caring as a moral dimension of teaching, three major moral/ethical concerns were identified: (1) the concern that everyone has a worth, (2) the concern that students should not hurt each other's feelings, and (3) the concern that students should learn to tolerate differences. These concerns enveloped the teachers' stated goals of LOTE teaching and framed their behaviours in the classroom. While the results can only be related to these six LOTE teachers, this study, nevertheless, raises an interesting question of whether teachers of other subjects manifest the moral dimension of their teaching in ways different from those reported here.
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Farr, Fiona, and Elaine Riordan. "Tracing the reflective practices of student teachers in online modes." ReCALL 27, no. 1 (July 30, 2014): 104–23. http://dx.doi.org/10.1017/s0958344014000299.
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AbstractDuring the course of pre- and in-service teacher education programmes, reflection can happen in a number of ways, for example: reflective journals, personal stories and pair/group co-operative discussions, professional development portfolios, and blogs and electronic portfolios. The aim of this paper is to examine various technologies such as online chat, discussion forums and blogs, in terms of their suitability and affordances as reflective media. It begins by examining positional survey data gathered from student teachers (STs) who have used these social media over a period of time. Following this it focuses on one of the desired outcomes of Reflective Practice (RP), the construction of teacher identity as part of the process of becoming a professional. The construction of identity through the mediational tool of language used across these modes is examined through a corpus linguistics lens. Collections of language produced around RP activities are analysed as a corpus in quantitative and qualitative ways. These complementary sources of data in a mixed-methods approach provide some insights into the technologies and their potential in a Language Teacher Education (LTE) context. To this end, our findings suggest that blogs, in particular, foster narration, RP and the expression of identities, while chat and forums promote emotional and affective engagement, all of which can be useful to STs at the initial and continuing stages of their career.
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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 6.1–6.17. http://dx.doi.org/10.2104/aral0706.
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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such teachers survive in Australia, we then present an introspective study of the experiences of the first author, including the circumstances that brought her to Australia, the difficulties she faced in teacher training and as a newly employed teacher, and the factors that enabled her to cope and eventually succeed. Her experiences highlight the particular importance of supportive supervisors and colleagues, thus suggesting a valuable role for mentoring.
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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (2007): 6.1–6.17. http://dx.doi.org/10.1075/aral.30.1.04nak.
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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such teachers survive in Australia, we then present an introspective study of the experiences of the first author, including the circumstances that brought her to Australia, the difficulties she faced in teacher training and as a newly employed teacher, and the factors that enabled her to cope and eventually succeed. Her experiences highlight the particular importance of supportive supervisors and colleagues, thus suggesting a valuable role for mentoring.
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Britsch, Susan. "Image as language: Teacher-created photographs and visual literacy for English language learning." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 113–21. http://dx.doi.org/10.1177/183693911203700215.
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LANGUAGE IS NOT LEARNED through words alone; images lie at the heart of language development. This article suggests three essential guidelines for teachers as they create and use photographs for content learning, second-language development and image-reading. Each guideline is accompanied by content, visual literacy and language objectives. Photographs and sets of sample-levelled questions exemplify the use of the language objectives for content and visual learning in social studies, geometry or science. In sum, an informed use of visual imagery can enhance the exploration of curriculum content if based on teacher knowledge of content, of the language through which photographs speak, and of the language needed to talk about both content and image.
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Barko-Alva, Katherine. "Enseñando en español: The need to support dual language bilingual education teachers' pedagogical language knowledge." Annual Review of Applied Linguistics 42 (March 2022): 18–24. http://dx.doi.org/10.1017/s0267190521000106.
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AbstractDual language bilingual education (DLBE) teachers, depending on the modality of the program, teach content areas (i.e., language arts, science, math, social studies) in a language other than English (LOTE) and English. DLBE teachers, who teach in Spanish, should be supported by school districts in meaningful ways. These districts should be equipped to provide the necessary academic and professional development for the DLBE teachers. This paper explores the increasing need to support DLBE teachers’ metalinguistic awareness as well as pedagogical language knowledge (see Bunch, 2013) in Spanish. Guided by Charmaz’ (2006) constructivist grounded theory, this paper analyzed ten transcribed audio interviews with a single DLBE teacher. Interview data included video-taped classroom observations (i.e., preplanning and postlesson implementation), robust field memos, and student artifacts. Data analysis suggested the need for further clarification as far as the teacher's own pedagogical language knowledge (PLK; Bunch, 2013) in Spanish. However, data also indicated that this particular educator was able to negotiate the linguistic and content demands of teaching language arts in Spanish by seeking multifaceted resources and using the full extent of her linguistic repertoire.
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Wasim Latif, Muhammad, and Arzoo Wasim. "Tertiary EFL Practitioners’ Beliefs and Attitudes Towards Professional Development in the Area of Assessment and Testing–An Exploratory Study." Language Testing in Focus: An International Journal 3 (March 2021): 17–32. http://dx.doi.org/10.32038/ltf.2021.03.02.
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Professional development of teachers, the greatest strength of any educational institute, implies advancement of pedagogical, assessment and success standards. All teacher education activities whether during the pre-or/and in-service phases, should aim to bring about teacher change which refers to the procedures targeting reform in teacher beliefs, attitudes, knowledge, self-awareness, skills and practices. Since teacher beliefs and attitudes serve as an integral part of the process to comprehend how teachers conceptualise, approach and practice their work, change in teacher practices generally precede a change in teacher beliefs and attitudes. In the background of the paucity of scholarship about tertiary EFL practitioners’ beliefs and attitudes about their professional development, in general, and in assessment, testing and evaluation, in particular, the present study mainly based on interview data collected from 10 tertiary EFL teachers working in three tertiary educational institutes in Saudi Arabia aimed at exploring tertiary EFL practitioners’ philosophies and attitudes towards their PD in assessment and testing to get better insight into language teachers’ training needs. It is hoped that the findings of the study will create awareness among novice as well as experienced teachers and help their respective institutions in having better understanding about the various dynamics of teacher PD in assessment and testing.
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Hu, Guangwei. "Professional Development of Secondary EFL Teachers: Lessons from China." Teachers College Record: The Voice of Scholarship in Education 107, no. 4 (April 2005): 654–705. http://dx.doi.org/10.1177/016146810510700405.
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Since China initiated its modernization program in the late 1970s, professional development of secondary teachers of English as a foreign language (EFL) has been given much prominence because of the perceived important role that English can play in the modernization drive. This article provides a critical overview of secondary EFL teacher education in China with the intent of offering useful lessons to foreign language teacher education in other parts of the world. The critique is made within a framework that draws on theoretical and empirical research on teacher education in four areas: (a) the knowledge base for teaching, (b) pedagogical effectiveness in fostering knowledge acquisition and intellectual qualities that support continuing professional development, (c) professional development in the community of practice, and (d) the coherence of professional development work. Through the analytical lenses provided by the framework, the article scrutinizes two curriculums for secondary EFL teacher preparation programs and the instructional practices prevalent in these programs. It also examines secondary EFL teachers’ continuing professional development in the workplace and through formally organized in-service programs. Based on the critical examination, suggestions are made for addressing identified problems and improving the effectiveness and relevance of the EFL teacher education system.
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Kabbassova, A. "Implementation of the meta-subject approach in the process of foreign language training of future teachers at a pedagogical university." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 195–202. http://dx.doi.org/10.31489/2021ped2/195-202.
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A future teacher who speaks foreign language is in more demand by school today than ever before. Pedagogical universities change their activities to meet the school educational system’s requirements. The need of English for future teachers is determined by the necessity of subject activity. In the process of teaching the teacher not only stimulates the mastering of the basics of science, but also creates the opportunity to develop learning skills, critically realize their experience of foreign language usage. First and second year students, while learning foreign language, improve their speaking skills, learn to use the best way to build their learning activity. The goal of the next step of professional training is to master teaching methods, which will let the students use their foreign language knowledge. Teaching English on the basis of meta-subject approach principles will allow to solve these problems. The article is devoted to the analysis of solving the problems of foreign language education of future teachers. The author suggests using the meta-subject potential of a foreign language as a general strategy of foreign language education. The experimental pedagogical work carried out at the Pavlodar Pedagogical University allows us to draw a conclusion about the effectiveness of the proposed ideas.
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Montagni, B., and C. Varanda. "Scientific Research Providing Behavioral Support For Teachers On The Modification Of Inadequate Behavior Among Adolescents Enrolled In a Language Course In Brazil." European Psychiatry 33, S1 (March 2016): S439. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1595.
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Education can benefit from psychological research concerning students’ behavioral problems in order to provide teachers information on how to handle those behavioral issues, since those can predict late psychiatric disorders and interfere negatively with academic achievement. This research investigated problem behavior of students (10–12 yrs) of a language course in Brazil. Behavior was investigated through a problem behavior questionnaire considering the potential effects of peer and teacher attention. The initial hypotheses that there would be a positive correlation between problem behavior and poor academic performance was partially confirmed once correlation between some items of the problem behavior questionnaire and the performance in academic assessment was found. Among all the 15 elected problem behaviors, most of them appear to have the functionality of gaining peer attention and avoiding teacher attention; followed by gaining both teacher and peer attention and gaining teacher attention. These results were used as parameters for the suggestion of positive behavioral support, which contributed to an improved academic performance and to behavioral changes among the students. There was an increase of one point in the academic performance and reduction of 27.8% of the emission of deviant behavior. Nevertheless, a teacher training program showed to be necessary for the teachers to learn how to handle adolescent behavioral problems. These results indicate that scientific research should be put at the service of education, especially in developing countries where lack of resources urges health and education policy makers to take into account findings which may impact a child's health and learning.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Mady, Callie. "Teacher adaptations to support students with special education needs in French immersion." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 244–68. http://dx.doi.org/10.1075/jicb.17011.mad.
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AbstractAs of late, French immersion (FI) teachers have been encouraged to adapt their instruction to support the inclusion and success of students with learning difficulties. In particular, pedagogical concepts such as Universal Design for Learning (UDL) (National Center on Universal Design for Learning, 2014) and differentiated instruction (Tomlinson, 2004) have been promoted as means to do so. This study used observations of nine FI teachers’ classes with the view to exploring their adaptations for students with learning difficulties in hopes of identifying future professional development directions. The observations revealed that the FI teachers were aptly adapting their instruction for the class as a whole whereas they were less apt to modify for individual students. In order to further their inclusive practices, the FI teachers in this study would benefit from future professional development opportunities that focus on differentiating instruction for individuals and conversations about if and how teacher language choices can provide additional means of differentiation.
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Carney, Joanne, Marilyn Chu, Jennifer Green, William Nutting, Susan Donnelly, Andrea Clancy, Marsha Riddle Buly, and David Carroll. "Creating Synergies for Change." Teachers College Record: The Voice of Scholarship in Education 121, no. 12 (December 2019): 1–52. http://dx.doi.org/10.1177/016146811912101204.
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Background/Context The challenges documented in the literature on research–practice partnerships and similar school–university collaborations are outlined in the literature review in this issue. Yet only a collaboration among multiple educational and community organizations could create a synergy powerful enough to achieve the multifaceted goals of this project: (1) enhance instructional practices to better meet the needs of diverse learners; (2) better prepare teachers and teacher candidates to engage families in support of their children's success; (3) develop a community of practice in which preservice teachers, teacher educators, in-service teachers, administrators, and other educational and human service professionals participate in ongoing, collaborative professional development; and (4) recruit and retain more teacher candidates from culturally and linguistically diverse backgrounds. Purpose/Objective/Research Question/Focus of Study This study analyzes features and outcomes of a six-year school–university partnership funded by a large state grant. Project goals included developing innovative models for closing the achievement gap in an elementary school with a high percentage of English language learners and high-poverty measures. Using an inquiry-action model, the partners worked to better engage and support families as they enhanced teacher preparation and professional development. Research Design This case study uses mixed methods research to analyze how one research–practice partnership navigated the challenges inherent in such collaborative work. Data Collection and Analysis Data sources included student standardized testing data, teacher and intern surveys, semistructured interviews, a formative assessment of partnership processes, student and intern work samples, and observations in classrooms and teacher professional development activities. Conclusions/Recommendations This partnership avoided or overcame many of the challenges typical of school–university partnerships. Four factors appeared to be significant to the project's success. First, all the key coordinators of the partnership, including the school principal and teacher education faculty, remained in place for five years. Similarly, there was very low turnover among teachers in the school, which meant that professional development was sustained. Second, the personal and professional characteristics of the people involved in the partnership were the right mix for the task. Shared meaning was fostered and school–university status hierarchies leveled as late-career university faculty spent large amounts of time in the school, participating in professional learning communities with teachers and teacher candidates. Third, trusting relationships were fostered within the school by the principal; there was a high level of trust from the outset. Fourth, both school and university leaders waited for indications of “readiness” among teachers and faculty, drew on expertise within the team, and demonstrated a commitment to organic evolution.
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Floris, Flora Debora. "THE NON-NATIVE TEACHER: INTERVIEW WITH PROF. PÉTER MEDGYES." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 2 (July 25, 2018): 149. http://dx.doi.org/10.15639/teflinjournal.v29i2/149-154.
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Péter Medgyes, CBE, is Professor Emeritus of Applied Linguistics and Language Pedagogy. During his career he was a schoolteacher, teacher trainer, vice rector, vice president of IATEFL, deputy state secretary and ambassador of Hungary. He was a plenary speaker in over fifty countries and author of numerous books and papers published both in his home country and abroad. His most recent book is the third edition of The Non-native Teacher (Swan Communication, 2017). His main professional interests lie in teacher education, language policy and humour research.
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Matvienko, Olga, and Svitlana Kuzmina. "English Language Education at Ukrainian University: Interdisciplinary Aspect." Arab World English Journal, no. 3 (November 15, 2020): 161–70. http://dx.doi.org/10.24093/awej/elt3.14.
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The main aim of the article is to consider the interdisciplinary aspect of English language education of pre-service teacher training at Ukrainian university. Since it is a review article, the paper intends to address the theoretical issue and the practical implementation of the interdisciplinary approach at Ukrainian university. In the authors’ opinion, interdisciplinary aspect is important for raising the quality of language. It helps achieve the goal of Ukrainian pedagogy to bring up an all-round creative personality with the capacity and skills to establish an intercultural dialogue. English language proficiency is a facilitator for accomplishing these tasks. Thus, the authors believe that the purposes of pedagogical and language education research are interconnected and lie in the modernization of educational content. The study underscores the significance of the interdisciplinary aspect of English language specialists’ training. It encourages gaining and sustains knowledge through multiple teaching and learning styles and the integration of different disciplines. The findings of the study highlight the necessity to meet the requirements of Ukrainian society. They demonstrate the issue is worth addressing since it improves the educational practices and raises the prestige of Ukrainian education.
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Roessingh, Hetty. "TBL and Teacher Preparation: Toward a Curriculum for Pre-service Teachers." TESL Canada Journal 31 (January 21, 2015): 157. http://dx.doi.org/10.18806/tesl.v31i0.1192.
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English language learners (ELLs) represent a growing demographic in the elementary mainstream classroom of today. Initial teacher education (ITE) programs must prepare teacher candidates for the dual challenge of teaching curriculum content while supporting the development of English language proficiency. Task-based learning (TBL) holds potential for addressing these learner needs. This article describes the curriculum and provides a list of suitable readings and tasks (assignments) for a 3-hour (one full course-equivalent) university course at the pre-service level that bridges theory to practice, and prepares elementary-route teachers to design and implement TBL in the context of the mainstream class setting. By basing the proposed curriculum on TBL, a model is provided for students to learn firsthand how TBL may be implemented in the mainstream.Les apprenants de l’anglais constituent un groupe démographique croissant dans les salles de classe au primaire. Les programmes de formation initiaux des enseignants doivent préparer les stagiaires pour le double défi que représentent l’enseignement du contenu et le développement de la compétence en anglais chez les élèves. L’enseignement basé sur les tâches (EBT) est susceptible de répondre à ces besoins. Cet article décrit un programme d’étude et offre une liste de lectures et de tâches appropriées pour un cours universitaire complet du premier cycle qui lie la théorie à la pratique et prépare les étudiants à concevoir et mettre en pratique l’EBT dans les classes au primaire. Le programme d’étude proposé fournit donc aux étudiants en pédagogie un modèle de la mise en œuvre de l’EBT en salle de classe.
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Zurrahmi, Ummi, and Anita Triastuti. "Indonesian EFL students’ perceptions of effective non-native English teachers." Studies in English Language and Education 9, no. 1 (January 17, 2022): 299–317. http://dx.doi.org/10.24815/siele.v9i1.21720.
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Effective non-native English teachers (NNETs) are essential to facilitate students to develop their English mastery. However, while students are directly affected by teachers’ instructions, they have been limitedly involved in teacher education and development research. The current study aims to explore the qualities of effective non-native English teachers (NNETs) from students’ perspectives in Tanjungpinang, Indonesia. This study was mixed-method research specifically an explanatory sequential design. In the quantitative phase, 380 students were selected using cluster sampling techniques. Meanwhile, in the qualitative phase, six students were purposely selected based on their English proficiency levels and gender. The instruments used were a questionnaire adapted from Park and Lee (2006) and an interview guide. To analyze the questionnaire data, descriptive and inferential statistical analyses were employed. MANOVA test was run to seek significant differences by students’ gender and English proficiency levels. Meanwhile, the qualitative data were coded to identify the emerging patterns. The results show that the qualities concerning teachers’ socio-affective skills gained the highest mean scores compared to those concerning teachers’ subject matter knowledge and pedagogical skills. This study also confirms that there was a significant difference among students in perceiving effective NNETs by English proficiency levels. This study is expected to help various stakeholders to improve pre and in-service EFL teacher education and development in Indonesia.
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Koenraad, Ton Koenraad. "Expert views on how language education may develop in the next 20 years and what CALL could contribute." EuroCALL Review 22, no. 1 (March 20, 2014): 59. http://dx.doi.org/10.4995/eurocall.2014.3640.
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<span>The celebration of EUROCALL’s twentieth anniversary provides a proper occasion to reflect on the future of language teaching and the role of CALL in these developments. In this paper we present the views of six authorities on language teaching and learning from different EU countries. All of them have a special interest in CALL and/or are CALL experts and well respected EUROCALL members, such as the late Graham Davies. We present a selection of their observations based on a summary of the Skype interviews in which they contributed to a symposium entitled ‘And now for another century of modern language teaching…’ organised by the Dutch national Association of Language Teachers on the occasion of its first centennial in 2011. To provide a more global (or at least European) perspective, the interviewees were asked to cover the same topics that were central to the live panel discussion delivered by six Dutch participants representing a variety of perspectives: secondary and university teachers, students, curriculum experts and teacher educators. By way of preparation, all involved had been given a number of challenging statements related to some aspects of the discussion theme: the characteristics of the future learning environment, teacher, learner, pedagogy and technology. In this audio-supported document we will focus on interesting points of view particularly related to pedagogy and technology expressed in the interviews. A video report summary of the live discussion (in Dutch) is available on the limited CD edition with recordings of the centennial festivities. For an impression of the panel discussion and other symposium activities see this </span><a href="https://www.youtube.com/watch?v=S476HdHWaYw&hd=1" target="_blank">video report</a><span> on YouTube.</span>
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Zhulynskiy, Mykola. "NATIONAL EDUCATION IS THE MAIN GUARANTEE OF ESTABLISHING NATIONAL ELITE." Scientific bulletin of KRHPA, no. 11 (2019): 89–94. http://dx.doi.org/10.37835/2410-2075-2019-11-9.
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In the article, the scientist focuses on the goal of education – the formation of a leading strata of the Ukrainian people – intellectuals, the national elite. The article states that the national character is formed only by the national school. The purpose of education is defined - formation of the leading layer of the Ukrainian people - intellectuals, national elites. It is noted that a conscious volyn political elite was formed. In a systematic analysis of archival sources, the author notes that in the State Archives of Ternopil region (fund 351) you can learn about the teachers of the gymnasium: the director and teacher of Latin Sergey Ulianovich Milyashkevich, professor of general history, geography and Latin Andrei Kutsa, professor of Ukrainian language and literature Victor Gnazhevsky , teachers of religion (Yuriy Ivanitsky), natural sciences and arithmetic (Luka Skibinetsky), manual labor, calligraphy and drawing (Vasyl Doroshenko), French and German; (Katerina Milyashkevich), teacher of mathematics. Physics and Chemistry (Vasyl Kavun). Describing the preconditions for the emergence of Ukrainian gymnasiums in Volyn, the author notes that at that time in the late 1920's Volyn voivodship operated 1144 schools, of which 390 were late saturdays, 750 Polish and only 4 schools with Ukrainian language education. The state program of assimilation of national minorities (the Ukrainian minority in the Second Common Polish Commonwealth was the second largest national group after the Poles, accounting for about 15% of the total population) in Volhynia was through compulsory school education in the spirit of the Propolis ideology. At the same time, Ukrainians sought to uphold the right to open schools with their native language of instruction even in those areas where they were quantitatively prevailing. This was guaranteed to the Ukrainians by the Polish Constitution of 1921. (Articles 110-111), but in reality it was extremely difficult to achieve this. Even the opening of a Ukrainian private school required a lot of effort - only with the permission of the minister of religion and public education. Kremenets Gymnasium, as well as Lutsk, as well as Rivne (arose thanks to the "Enlightenment" of 1923), nourished the native language, professed Orthodox traditions, revered outstanding national figures, leaders of the nation. It is from this angle that the role of the Ukrainian Gymnasium in Kremenets is shown, along with similar gymnasia in Lutsk and Vinnitsa in the formation of the secular and spiritual national consciousness of the Ukrainian intelligentsia, who later worked on asserting the statehood, including in the UPA ranks, for the development of the Ukrainian national culture.
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Sangeethapriya, Dr S. "Enhancing Second Language Learning Through Cognitive And Affective Domains." Journal of University of Shanghai for Science and Technology 24, no. 03 (March 10, 2022): 117–24. http://dx.doi.org/10.51201/jusst/22/0278.
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Education is the instrument of change. Change requires learning. Education is about learning to learn, relearn and unlearn. In this era of technical proliferation, a language teacher needs to use at least one technical device to enhance the learning. Amydale is said to be the seat of emotions. The role of Amydale in Language Learning and Teaching is realized by the second language experts of late. A SL learner can get intrinsic motivation with the help of affective teaching along with online classroom teaching. This generally kindles his curiosity and at the same time reduces his stress. Hence, it is recommended in his covid era.
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Akhmetov, Marat. "CHEMISTRY WEB EDUCATION: IMPROVING OF USERS’ LEARNING ACTIVITIES." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 4, no. 3 (December 15, 2012): 26–34. http://dx.doi.org/10.48127/spvk-epmq/12.4.26b.
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Web education today is becoming increasingly popular. More and more students use the Web for searching information about substances and chemical reactions, but only little part of websites users is able to achieve success in learning chemistry. Free web education has both advantages and disadvantages. Students can study at their own pace and at a convenient time, but they need ability to do exercises without teachers’ support. Our research let us understand what a web teacher can do for students’ success in learning chemistry. It is hard to study chemistry for many students, because chemistry is a special part of human knowledge. For success in learning chemistry students must have amount of chemical knowledge. Students should understand chemical phenomenon, chemical formulas, and structures of substances. They should have ability to solve chemical problems. We studied educational materials on the most popular Russian-language chemical education websites. Results and discussion are presented in this paper. It has shown what educational websites should publish useful chemical information for students. They should have opportunity to answer any chemical questions and discuss chemical problems with other users. A Web teacher must put information on a website which can improve students’ interest in chemistry. Chemical information should relate life situations, a history of chemistry, mass-media and other sides of human life. Web teacher should put multimedia chemical information, not only formulas, equation, but pictures, audio and video on a website. This information is very interested for students and prepares their chemical knowledge and their success. As a result of useful and interested information they should want to visit a website again. Key words: learning activities, chemical education, websites.
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Ofte, Ingunn, and Jennifer Duggan. "PEER RESPONSE IN LANGUAGE TEACHER TRAINING: STUDENTS’ PEDAGOGIC APPROACHES AND POSITIONING." Nordic Journal of Modern Language Methodology 8, no. 1 (July 3, 2020): 30–54. http://dx.doi.org/10.46364/njmlm.v8i1.482.
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Although peer response is increasingly used in English as a foreign language (EFL) courses within European higher education (HE), very little research has been carried out to explore its efficacy within specific sociocultural contexts outside of the Asia-Pacific region, and much of the research into peer response has been limited to English as a second language rather than EFL contexts (Yu & Lee, 2016). Students’ positioning of themselves relative to the authors of the texts they review and the texts themselves reveals significant information about how their culture and context impact their approach to peer response. As such, this study examined 119 written peer response texts of EFL teachers in training in a Norwegian HE institution. It found that the low power distance in Norway combined with a shared cultural belief that one should not show hubris impacted students’ ability to provide critical comments to their peers, as well as the manner in which comments were made.
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Falout, Joseph. "Circular seating arrangements: Approaching the social crux in language classrooms." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 275–300. http://dx.doi.org/10.14746/ssllt.2014.4.2.6.
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Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and wellbeing. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial environments instilled partly by rank-and-file seating. Attributions for teacher demotivation can often lie in student misbehaviors, while student demotivation, silence, and resistance relate strongly to lack of bodily displays and physical affordances of interpersonal care, understanding, and trust that, if present, would contribute positively to many social aspects of their learning and identity formation. Specifically, rank-and-file seating constricts the area in the classroom most likely to dispose attention and interest to the learning and to others, whereas circular seating potentially expands this area, known as the action zone, to the whole classroom. Seating arrangements therefore can play an important role in the formation of interpersonal dynamics and identity formation among students and their teachers. In this paper, the purposes and ways of using circular seating in language classrooms will be explored from a social psychological perspective. Language teachers are invited to imagine and experiment with possibilities for uses of different seating arrangements in their own classrooms.
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Diasamidze, Ivdit, Lali Tavadze, and Natia Katamadze. "HANDLING MULTI-LEVEL CLASSES IN THE CITY OF BATUMI." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 88–91. http://dx.doi.org/10.12955/pss.v2.206.
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If we take into account the common teacher-centered or the one-book-fits-all approach, where the teacher is forced to focus on the middle level, many students at the top or bottom end of the language scale are left dissatisfied or demotivated. Once students are placed into a certain class they are regarded as being at much the same linguistic level in their foreign language, and a one-book-fits-all approach is often adopted in the classroom, where all students are required to work at the same pace and complete the tasks of the same difficulty. There are various scholarly approaches to the problem. This study aims to determine whether teachers are aware of possible techniques like differentiated work, dividing a class, letting students choose the task, other techniques, and what the frequency of their use is.
The survey was carried out among the teachers working at both higher education institutions and secondary schools to find out how often teachers refer to different techniques.
The results suggest that differentiated work requires much and thorough preparation on the part of a teacher, which becomes quite time-consuming at times. Therefore, teachers try to deal with mixed-level classes using mostly class division into groups or pairs. Moreover, teachers sometimes or almost rarely let their students choose what to do. A few teachers apply other techniques in their mixed-level classes. This discussion results in the following outcome – there is still the need to raise teachers’ awareness of the techniques to deal with students of different needs in class.
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Zameer Bhat, Anjum, Baldev Singh, and Teba Fadhil Mohsin. "Cloud Implementation to Assist Teachers of English to Speakers of Other Languages in HEI’s in Sultanate of Oman." Arab World English Journal, no. 2 (January 15, 2021): 169–83. http://dx.doi.org/10.24093/awej/mec2.12.
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Cloud Computing has been implemented in diverse fields and sector, including education sector with a very good success rate. The cloud deployments enhance the learning experience and provisions appropriate IT resources critical for a specific learning environment. This research study exploits a service model to deliver appropriate learning resources to foundation students and teachers that otherwise is not available with the current cloud service architectures. Language should not be a barrier to learning, teaching subjects in English to those who are not native English speakers, most of the times is a challenging job especially in circumstances where the English Language is introduced late in the school academic curriculum. There are several challenges faced by students, and teachers. Several mechanisms have been suggested and adopted to deal with such situations so that student learning experience is not affected in a significant manner, and at the same time, teachers are also not facing problems while explaining concepts or topics to students. This research paper is a study on helping teachers and students in these situations by providing cloud-based knowledge base related to TESOL (Teachers of English to Speakers of Other Languages), repositories, and apps that may help and assist teacher and students.
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Gemeinhardt, Peter. "Teaching the Faith in Early Christianity: Divine and Human Agency." Vigiliae Christianae 74, no. 2 (March 25, 2020): 129–64. http://dx.doi.org/10.1163/15700720-12341432.
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Abstract The present paper investigates the relationship between divine and human agency in teaching the Christian faith. While Christian education actually was conveyed by human beings (apostles, teachers, catechists, bishops), many authors claimed that the one and only teacher of Christianity is Jesus Christ, referring to Matt 23:8-9. By examining texts from the 2nd to the 5th century, different configurations of divine and human teaching are identified and discussed. The paper thereby highlights a crucial tension in Early and Late Antique Christianity relating to the possibilities and limitations of communicating the faith.
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Mosvold, Reidar, Brit Hanssen, and Janne Fauskanger. "På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag." Acta Didactica Norge 10, no. 3 (August 26, 2016): 6. http://dx.doi.org/10.5617/adno.2671.
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Forskriften for grunnskolelærerutdanning løfter fram fagdidaktikk som et sentralt og gjennomgående tema i utdanningen, mens mange lærerstudenter opplever at det er lite fagdidaktisk fokus i enkelte fag. En mulig forklaring på dette kan være at lærerutdannere ikke har et felles didaktisk språk og at forholdet mellom fag og fagdidaktikk ikke er avklart. I denne studien retter vi blikket mot oss selv som lærerutdannere og analyserer to av artikkelforfatternes refleksjoner omkring nasjonale retningslinjer i matematikk for GLU 1–7, når vi diskuterer hvordan ulike forforståelser preger lesingen og tolkningen av teksten. Den ene leseren (en fagpedagog) opplever at fagdidaktikkbegrepet rent eksplisitt er fraværende i læreplanteksten, mens den andre leseren (en matematikkdidaktiker) ser begrepet implisitt i teksten. Med utgangspunkt i ulike forforståelser og tolkninger, mener vi det er nødvendig at lærerutdannere diskuterer sentrale profesjonsbegreper som fagdidaktikk for å utvikle et felles didaktisk språk og for å avklare forholdet mellom fag og fagdidaktikk. Slik vil didaktikk kunne bli mer synlig i utdanningen og læreplantekstene få en sterkere didaktisk innramming.Nøkkelord: didaktikk, undervisningskunnskap i matematikk, forforståelser, tolkning.AbstractStudent teachers experience lack of focus on subject didactics in some subjects in teacher education, whereas the national curriculum regulations emphasize this as a cohesive theme. A possible explanation might be that teacher educators have no common didactical language and that there is lack of clarity in the relationship between subject and subject didactics. In this study, we analyse the reflections of two of the authors on the national guidelines for mathematics in the primary teacher education programme for years 1–7, in which we discuss how different preconceptions influence our reading and interpretation of this text. One reader (with a background in pedagogy) contends that the concept of subject didactics is not explicitly present in the curriculum text, whereas the other reader (with a background in mathematics education) considers the concept to be implicitly present. Based on such diverging preconceptions and interpretations, we suggest that teacher educators need to discuss core concepts of the teaching profession – such as subject didactics – in order to develop a common didactical language and to clarify the relationship between subject and subject didactics in teacher education. This could contribute to improving the visibility of didactics in teacher education, and the curriculum guidelines might get a stronger didactical framing.Keywords: didactics, mathematical knowledge for teaching, preconceptions, interpretation.
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Lazarev, Yu V. "The image of the teacher of literature in the poems of students’ In Memoriam." Literature at School, no. 3, 2020 (2020): 99–109. http://dx.doi.org/10.31862/0130-3414-2020-3-99-109.
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The article is devoted to the daily life of a Russian language teacher. A peculiar and insufficiently studied source of everyday life description is the poems In Memoriam. We have analyzed poems published in various sources and dedicated to famous language teachers of the late XIX – early XX centuries: V.I. Vodovozov, S.A. Varsher, V.P. Ostrogorsky, P.V. Smirnovsky. The purpose of the work is to reconstruct the perception of the image of a language teacher in the In Memoriam poems of students’. The article uses a comparative historical research method, recruits memoirs, introduces previously little-known materials to the scientific community. It is revealed that the poems In Memoriam have a single organization principle: The emphasis in them is put on the perception of the death of the teacher and the teacher himself. At the same time, personal qualities and biography facts are mentioned in a condensed form. The authors do not create specific images of their heroes (one can only catch the real traits), but artistically recreate the image of the teacher with his set of virtues. Poems have a specific emotional coloring: the motives of sadness, grief, irreplaceability of loss dominate in them; there is a combination of motives for passing away and immortality. At the same time, the primary attention is paid specifically to the teaching merits of the educators’, their role in shaping the spiritual world of their students. It is established that the category of memory is the most important in the system of artistic coordinates of all works. It is concluded that all the poems are united by the author’s understanding of the personality and fate of the teacher of literature, expressed in them, and the works of memorial poetry can supplement the overall picture of the history of school literary education.
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Duralia, Daniela. "Technology as a Support for Constructive Learning." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 283–87. http://dx.doi.org/10.2478/kbo-2020-0091.
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AbstractThe integration of high technology in education has been the topic of many conferences. Being a new concept, many teachers feel anxious when having to use it, whereas students show much excitement. When choosing to integrate technology in their LES (Learning Evaluation Situation), teachers need to have their pedagogical goals established. As Peter Lindsay puts it, “we do not decide on the technology and let that decision dictate the experience” [1].This paper explores the importance of using technology in a constructive way in ESL (English as a Second Language) or EFL (English as a Foreign Language) classes. Most often the teacher does not manage to provide each student with feedback. Such feedback represents the building blocks in students’ learning process. Most often they become demotivated because they have no idea of how they could improve. Not only is feedback through technology a way to save teachers’ and students’ time, but it also gives the latter the opportunity to use metacognitive thinking. Teacher’s control and guidance in view of overcoming their difficulties is indispensable. While monitoring the students, the teacher intervenes correcting them in view of putting them back on the right track so that they finally follow the trajectory drawn in the LES to obtain the final pedagogical goals.
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York, Mary J., Barbara R. Foorman, Kristi L. Santi, and David J. Francis. "Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children’s Oral Reading Fluency in Second Grade." Assessment for Effective Intervention 37, no. 1 (April 5, 2011): 3–16. http://dx.doi.org/10.1177/1534508411402983.
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We examined student-, classroom-, and school-level effects in predicting second-grade Spanish-speaking children’s oral reading fluency in Spanish. Teachers in 67 randomly selected urban schools administered the Tejas LEE to 1,537 first- and second-grade students. Oral reading fluency was measured in the passages students read for comprehension. Covariates were mean fluency in Grade 1, variability in fluency in Grade 1, degree of grouping in the school, and the proportion of second-grade students in the classroom and/or the school taking the Tejas LEE. Treatment effects were administration format (paper, desktop, handheld) and type of teacher support (no mentoring, web mentoring, and on-site plus web mentoring). Second-grade teachers positively affected students’ reading fluency when (a) they administered the Tejas LEE on paper with the associated paper reports in classrooms of bilingual students, and (b) they either received web mentoring and had relatively homogeneous classrooms or received on-site or no mentoring and had ability-grouped classes. Implications for interpreting assessment results are discussed in the context of the type of support provided to teachers and the grouping of bilingual students by language and/or by ability.
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Matusov, Eugene. "Teacher as a benevolent dictator: Promoting a culture of democratic dialogic education in a conventional university." Dialogic Pedagogy: An International Online Journal 11, no. 2 (January 19, 2023): A245—A260. http://dx.doi.org/10.5195/dpj.2023.331.
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This essay provides a grounded critical discussion of why a professor might limit their undergraduate students’ sovereignty of educational decision-making to promote an opportunity for a democratic dialogic culture in the class situated in a conventional university. On the one hand, both democracy and dialogue require voluntary participation by the students in their education and dialogue and their sovereignty over collective decision-making and educational reasoning. On the other hand, this participation is based on the students’ socialization in a special culture which might often be at odds with their sovereignty. It is difficult for many students to freely choose democracy and dialogue in education when they are embedded in a conventional educational institution based on Kantian educational paternalism and foisted education. Also, the students are often culturally unfamiliar with such concepts as “democracy,” “dialogue,” and “self-education,” let alone their practical implications. To address these contradictions, I introduce the notion of the “teacher as a benevolent dictator.” I discuss, problematize, and analyze the forms of this benevolent dictatorship, its potential pitfalls, and promises.
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Hajimohammadi, Reza, and Jayakaran Mukundan. "Impact of Self-Correction on Extrovert and Introvert Students in EFL Writing Progress." English Language Teaching 4, no. 2 (June 1, 2011): 161. http://dx.doi.org/10.5539/elt.v4n2p161.
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To investigate the impact of self-correction method as an alternative to the traditional teacher-correction method, on the one side, and to evaluate the impact of personality traits of Extroversion/Introversion, on the other side, on the writing progress of the pre-intermediate learners three null-hypotheses were proposed. In spite of students absolutely different personalities some teachers probably expect all the students to react to their incompetent feedback in an indistinguishable way. To put it in other words, these teachers pay no attention to the fact that each student is completely a different human being with his/her exclusive personality. These instructors pursue the traditional correction method and correct every error and even do not agonize to present work for different correction methods let alone thinking of making learners engage in their own learning. Therefore, 120 pre-intermediate Iranian female EFL students were selected through employing of Nelson English Language Test (NELT) and the Eysenck Personality Questionnaire (EPQ). They were assigned to four different groups-two groups include extroverts and two groups include introverts. Subsequently, they were given five expository topics to write about in a five-week period. While two groups, one extroverted and one introverted enjoyed self-correction, the teacher corrected the writings of the other two groups. The obtained results showed that personality type had no significant effect on learners' progress in writing. Nevertheless, self-correction method showed to be significantly effective at 0.5.
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Cimermanová, Ivana. "A Review of European Research on Content and Language Integrated Learning." Integration of Education 25, no. 2 (June 30, 2021): 192–213. http://dx.doi.org/10.15507/1991-9468.103.025.202102.192-213.
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Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials.
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Klemp, Torunn, and Vivi Nilssen. "Skriving i et digitalt triadisk refleksjonsfellesskap i lærerutdanninga." Acta Didactica Norge 10, no. 2 (April 15, 2016): 347–65. http://dx.doi.org/10.5617/adno.2484.
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Artikkelen tar utgangspunkt i et intervensjonsprosjekt i grunnskolelærerutdanninga. SKRIVUT-prosjektet svarer på en nasjonal og internasjonal etterspørsel etter gode møteplasser for samarbeidet i lærerutdanninga. Møteplassen er et diskusjonsforum i It’s learning knyttet til praksisopplæringa der andreårsstudentene daglig skriver og får respons av medstudenter, praksislærer og faglærere i norsk og i pedagogikk og elevkunnskap. Studien som presenteres i artikkelen, bygger på kvalitativ analyse av loggdiskusjoner og intervjuer fra prosjektets andre år. Studien viser en faglig orientering i studentenes loggskriving og at det er mulig å etablere en samspillsarena. Den skriftlige dialogen i det digitale rommet viste seg å være drivende både for teoristudier og utvikling av fagspråk. Samtidig løftes praksislærers lokale og erfaringsbaserte kunnskap fram og settes i dialog med den teoribaserte kunnskapen. I diskusjonen tolkes karakteristiske trekk ved dialogen i det triadiske refleksjonsfellesskapet i lys av tenkning om behovet for situasjonsavgrensende og situasjonsoverskridende prosesser i læringskontekster. Funnene diskuteres opp mot studier som peker på at lærerstudenter og lærere har et mangelfullt fagspråk og er lite orientert mot etablert kunnskap.Nøkkelord: lærerutdanning, lærerstudenter, det digitale rom, samspillsarena, fagspråkAbstractThe background for this article is an intervention project in teacher education for primary school. The project addresses a worldwide call for meeting places for the triadic collaboration in teacher education. The meeting place is an asynchronous LMS-based discussion forum where second year student teachers write and receive daily response from fellow student teachers, mentors and professors in Norwegian (Mother Tongue) and in Pedagogy and Pupil-related Skills during field practice. The study presented in this article is based on a qualitative analysis of written log discussions and interviews from the second year of the project. The study shows that the student teachers have a subject-oriented focus in their writing. It also shows that it is possible to establish an arena for interplay. The written dialog in the digital room turned out to be a driving force regarding theoretical studies and the development of a professional language. At the same time, the mentor’s experience based knowledge is highlighted and put into dialog with the theory based knowledge. In the discussion, the characteristics of the triad’s dialog are interpreted in the light of theory on learning as a double process, focusing both on the particular situation and contextualizing the situation. The findings are discussed in the light of previous research on the lack of a sufficient professional language and lack of orientation towards established knowledge amongst student teachers and teachers.Keywords: teacher education, student teachers, the digital room, arena for interplay, professional language
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Mofareh A, Alqahtani. "Saudi Student and Teacher Perceptions of Poor High School Results and Overall Proficiency in English." Journal of Asian Research 3, no. 3 (August 21, 2019): p251. http://dx.doi.org/10.22158/jar.v3n3p251.
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“English is the only foreign language taught in Saudi schools as part of the mandatory curriculum and therefore enjoys a relatively high status” (Carfax Educational Projects, 2016, p. 10). The teaching of English as a Foreign Language (EFL/L2) within the basic curriculum of Saudi Arabia commences in the fourth grade. However, in spite of the best efforts of the Saudi Ministry of Education (MoE) to develop English learning in schools, the language proficiency of Saudi high school leavers remains insufficient to carry out even basic interactions, let alone undertake university study through the medium of English (Al-Johani, 2009; Al-Seghayer, 2014; Alhawsawi, 2013; Alrabai, 2016; Khan, 2011; Rajab, 2013). In fact, the recent Test of English as a Foreign Language (TOEFL iBT, 2017) demonstrated an overall average score of 64 of 120 for Saudis who took the TOEFL iBT between January and December 2016. This paper therefore seeks to examine the factors responsible for the low EFL performance of Saudi students on completion of their high school studies. In order to do so, the researcher randomly selected 60 school leavers and 30 teachers who responded to an interview designed to elicit the underlying causes of such poor English proficiency. The results revealed that the reasons fall into a number of discrete categories related to the student, the teacher, the learning environment, and the curriculum.
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Bernal Rodríguez, Sebastián, and Astrid Ramírez Valencia. "Optimization of the English learning with primary school children using Duolingo." Revista Boletín Redipe 9, no. 4 (April 1, 2020): 232–49. http://dx.doi.org/10.36260/rbr.v9i4.966.
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In the English language learning, the technology is considered as a very important factor, even so, in the public-school context, teacher’s expertise, and knowledge to integrate are vitally important in the classroom. The aim of this study was to demonstrate the inclusion’s incidence of Duolingo platform in a third-grader's class led by a trainee teacher, who was concerned about why children presented several difficulties to assimilate a foreign language, this event motivated him to propose on his lesson plans permanently the inclusion of this platform during the development of his teaching practicum, which was convened with the home teacher, so he decided to investigate the effect of Duolingo’s use with his researcher sight, during its sessions.
For the analysis of this study was considered theories from Čok (2016), Loeb, (2018), Ahmed(2016), Vesselinov & Grego (2012), among others, which were perceived Duolingo’s digital support as a facilitator element for the English language learning, it was also vital the teacher’s sight and expertise at the moment of including technology in the class space. For this research, three instruments were applied: Trainee teacher’s field notes, a survey, and a questionnaire, to measure children’s language knowledge knowing different perspectives of this experience, thus, to have arguments to invite the teachers to assume these challenges.
Finally, the results let us to know the increase of the English grammar knowledge and vocabulary, after Duolingo’s implementation in the classroom, demonstrating a meaningful academic improvement also behavior changes were noticed and with that, value changes, tending to the education of an integral being, in the scholars.
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Khokhotva, Olga, and Iciar Elexpuru Albizuri. "Student voice in Lesson Study as a space for EFL teachers’ learning: a case study in Kazakhstan." International Journal for Lesson and Learning Studies 9, no. 2 (December 24, 2019): 153–66. http://dx.doi.org/10.1108/ijlls-06-2019-0054.
Full textAbstract:
Purpose The purpose of this paper is to report the findings from a case study of an action research project in the context of a secondary school in Kazakhstan where, for the first time in their teaching practice, three English as a Foreign Language teachers introduced student voice (Flutter and Rudduck, 2004) into their practice within the Lesson Study (LS) framework. The research aimed at conceptualizing Student Voice Space in LS as one of the valuable factors capable of triggering situations of disjuncture (disorienting dilemma, disruption) for teachers which could potentially lead to teacher’s transformative learning, educational beliefs change and improved practice. Design/methodology/approach The study adopts the qualitative research design and follows narrative inquiry methodology (Lyons and LaBoskey, 2002) with a series of narrative interviews (Bauer, 1996) as the main method of data collection within a single case study (Bassey, 1999) of an action research project. The data were analyzed as text following a general inductive approach (Thomas, 2003) where emerging themes were identified by means of data reduction. Findings The findings suggest that listening to student voice triggers teachers’ going through certain stages of Mezirow’s transformative learning theory including critical assessment of own assumptions, testing new options for behavior and reflecting critically on the teaching practice. Therefore, the authors suggest that Student Voice Space in LS is one of the important factors capable of triggering the teacher’s transformative learning. Moreover, it has an enormous potential not only to bring about positive changes in teachers’ practice but also challenge the ossified teachers’ educational beliefs, and thus, potentially, pave the way for a gradual change from “inappropriate beliefs” (Mayrhofer, 2019), or subconscious assumptions that lie in the core of teachers’ folk pedagogies (Torff, 1999), or taken-for-granted frames of reference (Mezirow, 2000) into true, justified or informed educational beliefs. Research limitations/implications Further analysis of teachers’ narratives is required to elicit and categorize reported changes (shifts, transformations) concerning specific teachers’ educational beliefs, and draw a more clear line between student voice and its impact on the research lesson planning and its modification in LS. Finally, a supplementary study utilizing classroom observation methods is needed to explore if student voice intervention results in tangible (actual) changes in teachers’ classroom practice and educational beliefs, rather than potential transformations that are mainly reported in this study. Originality/value Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of theoretical lenses, the research contributes to the academic literature aiming at illuminating “the black box of teachers’ learning” in Lesson Study (in Widjaja et al., 2017, p.358) since it is one of the rare studies attempting to connect teacher learning, student voice and Lesson Study (Warwick et al., 2019). Additionally, approaching teacher learning in Lesson Study from the transformative learning perspective combined with the literature on teachers’ educational beliefs and student voice, this study contributes to the further development of a shared vocabulary for discussing teacher learning in Lesson Study.
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Savchuk, B. P., and G. V. Bilavych. "Formation of the Education System of the Rusins in Lemkivshchyna During the Second World War: Scientific Discourse." Rusin, no. 62 (2020): 115–43. http://dx.doi.org/10.17223/18572685/62/7.
Full textAbstract:
The article suggests discussing the education system of the Rusins in Lemkivshchyna during WWII through the prism of scientific discourse. The authors show the specificity of socio-political and cultural development of the education system in the late 19th – the first half of the 20th centuries and describe the essence of the Nazi regime that established in Lemkivshchyna from September 1939 to 1944, within which Lemkivshchyna was part of the General Government – an administrative-territorial entity in Poland and Western Ukraine occupied by Nazi Germany. The focus is the local administrative structures – the Ukrainian Central Committee and others – functioning on this territory as well as the goals of the Nazi education policy. The authors determine the main types, forms, and specificity of the education system, which include preschool institutions (seasonal and permanent kindergartens, teachers’ training, etc.), primary education (its universality and compulsoriness; creation of a network of public schools, ensuring their functioning), secondary schools (gymnasiums, teacher seminaries); vocational training (with agriculture, craft, fishing, and trade being the main areas); higher school (enrolling the Rusins of Lemkivshchyna in the universities of Lviv and Europe and their financial support), and students’ social security.
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Tajeddin, Zia, and Yasaman Aghababazadeh. "Blog-Mediated Reflection for Professional Development: Exploring Themes and Criticality of L2 Teachers' Reflective Practice." TESL Canada Journal 35, no. 2 (December 31, 2018): 26–50. http://dx.doi.org/10.18806/tesl.v35i2.1289.
Full textAbstract:
Reflection is a key component of teacher quality assessment and a venue for professional development. Among many tools for teacher reflection, keeping blogs as a user-friendly, technology-enhanced tool has recently come to the forefront in teacher education. To contribute to the body of literature on the potentiality ofblogs for teacher professional development, this study sought to investigate the use of blogs by Iranian English as a foreign language (EFL) teachers to provide aperspective on the themes in their reflection-on-action and the degree of criticality of their reflection. To this end, 32 male and female in-service EFL teachers, teaching at different language institutes, voluntarily agreed to post their classroom experiences to a blog over a 3-month period. Content analysis of the reflection tags resulted in the identification of three main reflective categories, each including a number of themes: (a) teacher-oriented category (e.g., teachers’ sharing emotions, classroom management, teaching methods and techniques, use of first language [L1], and instructional ethics); (b) learner-oriented category (e.g., learners’ classroom participation, language skills, motivation, and emotions); and (c) contextoriented category (e.g., assessment system, textbooks, classroom facilities, and teachers’ working conditions). Moreover, the levels of reflection embedded into the tags were explored using a modified version of a reflection model proposed by Lee (2005). The findings revealed that teachers were more critical (71%) than descriptive (29%) in their reflections. These findings have implications for teachers’ reflection and their professional development.
La réflexion est à la fois un élément essentiel de l’évaluation de la qualité chez les enseignantes et enseignants et un domaine de perfectionnement professionnel. La tenue d’un blogue, activité conviviale facilitée par la technologie, s’est récemment imposée comme un nouvel outil de réflexion de premier ordre dans le domaine de la formation des enseignantes et enseignants. Visant à ajouter à la littérature existante sur le potentiel des blogues pour le perfectionnement professionnel du corps enseignant, la présente étude se proposait d’examiner le recours au blogue de professeurs iraniens d’anglais langue étrangère (EFL) afin de fournir un éclairage sur les thèmes de leur réflexion sur l’action et sur le degré de criticité de leur réflexion. Dans ce but, 32 professeurs et professeures d’anglais langue étrangère en cours d’emploi dans divers instituts linguistiques ont volontairement consenti à affi cher sur un blogue leurs expériences en classe pendant une période de 3 mois. L’analyse du contenu des balises de réflexion a permis d’identifier trois principals catégories de réflexion dont chacune portait sur un certain nombre de thèmes: (a) catégorie relative aux enseignants (par ex., partage d’émotions par l’enseignante ou l’enseignant, gestion de la classe, méthodes et techniques d’enseignement, utilisation de la première langue L1] et éthique pédagogique); (b) catégorie relative aux apprenants (par ex., participation des apprenants en classe, compétences linguistiques, motivation et émotions); et (c) catégorie relative au contexte (par ex., système d’évaluation, manuels scolaires, équipements de salle de classe et conditions de travail des enseignants). Les niveaux de réflexion intégrés dans ces balises ont de plus été explorés à l’aide d’une version modifiée d’un modèle de réflexion proposé par Lee (2005). L’étude a permis de constater que les réflexions des enseignants étaient davantage critiques (71 %) que descriptives (29 %). Ces conclusions ont des implications pour la réflexion des enseignants et pour leur perfectionnement professionnel.
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Kiryk, Marija. "Peculiarities of Grammar Study of Mountain First-Form Pupils." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 99–104. http://dx.doi.org/10.15330/jpnu.1.2-3.99-104.
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The articles describes the role of analiztor system (auditory, visual, kinesthetic) at theinitial stage of learning literacy and language development six years old. They from specificintegration system, that provides more efficient perception, memorization and reproduction ofeducational material. The article deals with attempt to ascertain linguadidactic interconnectionsand interdependence between grammar education (reading, writing) and speech of six-year pupils.Summing up it should be mentioned to organize 6-year pupils studing in the country mountainschool becides pedagogical, economical, geographic and social problems psychologiclinguadidactic are added. Preferences of mountain country children:– Formation from childhood ability to live in harmony with nature;– Sensitive perception of alive and inanimate surrounding nature;– Life-style form children’s responsibility for entrusted things, labour habits, training by hardnature conditions.They should be solved in complex providing achievents of psychology, pedagogics, linguistsand up-to-date technology. The aim of the article - to reveal individual peculiarities of countrymountain child who needs special method of approach to grammar studing as well as to helpcountry teacher who strongly feels lack for efficient method help. All these affect on prepearinglevel, children’s outlook, general development. Scientific and methodogical institutions have noteasy task-system training and skill raising of primary school teachers to realize State standart ofprimary general education. Acquaintance of country teacher with up-to-date achievements inpsychologic, pedagogic and linguistic education will help him to organize his work in the countryschool on rather higher level as well as let him give more qualitative education services and savecountry school as the main country existent validity.
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Lorenzo, Oswaldo, and José Amílcar Osorio. "Percepción sobre formación de competencias docentes en profesores salvadoreños de educación básica." Profesorado, Revista de Currículum y Formación del Profesorado 22, no. 1 (March 1, 2018): 53–71. http://dx.doi.org/10.30827/profesorado.v22i1.9918.
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Resumen:El presente estudio pretende conocer y analizar las percepciones que muestra un grupo de profesores de educación básica en servicio (n 98), con especialidad asignada en lenguaje y matemática y perteneciente al departamento de Usulután (El Salvador, Centroamérica), acerca de cuáles deben ser las competencias que caractericen a un buen docente de este nivel educativo. Los participantes eran beneficiarios del Proyecto Luxemburgo, orientado a fortalecer el desarrollo profesional de los profesores para la mejora de la práctica en el aula y realizado en el marco de la cualificación docente que impulsa el Ministerio de Educación de El Salvador con la cooperación internacional del Gran Ducado de Luxemburgo. Debido al carácter homogéneo de la población (683 profesores en activo), para el cálculo de la muestra se utilizó un muestreo no probabilístico-intencionado. Se diseñó y aplicó un cuestionario de 45 ítems con respuesta de escala Likert, agrupados en tres dimensiones de competencias derivadas de las determinadas por el Proyecto Tuning América Latina (Beneitone et al., 2007) y de la taxonomía sobre competencias en educación elaborada por Perrenoud (2004). Los resultados indican una alta coincidencia entre los participantes, y de éstos con los hallazgos de otros estudios, sobre qué es lo que un docente de educación básica necesita saber y hacer para desempeñarse satisfactoriamente en su trabajo. Estos resultados son de utilidad para la reformulación y mejora de los planes de estudio de formación del profesorado en El Salvador (Centroamérica), así como para su uso eventual en estudios de comparación internacional. Abstract:The current study aims to identify and analyze the perceptions that a group of primary school in-service teachers with specialty in Spanish language and Mathematics (n 98), belonging to the Usulután Department (El Salvador, Central America) have about what competencies should characterize a good teacher of this educational level. The participants were beneficiaries of the Luxembourg project that intended to strengthen the teachers’ professional development to improve their teaching practice. This was made within the teachers’ qualification program that was promoted by the Ministry of Education of El Salvador with the support of the Grand Duchy of Luxembourg. Due to the homogeneous nature of the sample (683 in-service teachers), an intentional non-probabilistic sample method was applied in order to obtain the calculation of the sample. The data was obtained through a survey with questions and answers using the Likert scale which let to group the gathered information in three competency dimensions derived from the ones determined by the Tuning America Latina (Beneitone et al., 2007) and the taxonomy about educational competencies elaborated by Perrenoud (2004). The results, as well as the findings obtained with other studies regarding what a primary school teacher must know and do to work successfully, show a high percentage of agreement among the participants. These results will be of great importance to the reformulation and improvement of the syllabi of the teacher training programs in El Salvador (Central America) as well as being used eventually in international comparative studies.
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Kravchenko, Oksana, and Iryna Albul. "Social and cultural activity of Ukrainian progressive intellectuals of the late 19th – early 20th centuries." SHS Web of Conferences 104 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202110401001.
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The article deals with the social and cultural activities of Volodymyr Naumenko (1852–1919), a prominent representative of the Ukrainian progressive intellectuals of the late 19th – early 20th centuries, teacher and methodologist, editor and publisher, scholar and politician, educator and active public figure. Some aspects of V. Naumenko’s creative activity aimed at reviving the national consciousness of the Ukrainian people through the construction of an educational system on a democratic, national basis, the preparation and publishing of textbooks in the native language, the training of teaching staff for public schools are highlighted. The results of the active participation of a figure in such educational societies of the specified period as “Hromada”, “Prosvita”, “Society for promotion of primary education”, “Kyiv Literacy Society” are presented. V. Naumenko’s views on the process and features of teacher training for public schools are characterized.