Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective

2021 ◽  
Author(s):  
Rui Yuan ◽  
Min Yang
Keyword(s):  
Complexity Theory ◽  
Teacher Educators ◽  
Language Teacher

scholarly journals The Challenges Facing the Foreign Language Teacher Educator: A Proposed Teacher Education Model for EFL

1970 ◽  
Vol 16 (1-2) ◽  
pp. 1-12
Author(s):  
Carol Goldfus
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Procedural Knowledge ◽  
Mother Tongue ◽  
Teacher Educator ◽  
Language Education ◽  
Interdisciplinary Approach ◽  
Declarative Knowledge ◽  
Language Teacher ◽  
The One

As a result of the multi-cultural classroom in the 21st century, language teacher educators face new challenges; for example, young learners and those with language-based difficulties. In order to respond to these evolving needs, a new professional approach that combines theoretical knowledge with practical application is proposed. This approach targets what it is that teachers should know about literacy acquisition in at least two languages - a mother tongue and, in this case, English. The contribution of this proposed model to language education is to produce a teacher with declarative knowledge and research tools on the one hand, as well as the ability to cope with a heterogeneous classroom in a multicultural society on the other. This paper also intends to show how pre-service teacher education would benefit from an interdisciplinary approach with a combination of declarative knowledge and procedural knowledge with all teaching being ‘science-based practice’.DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6125 NELTA 2011; 16(1-2): 1-12

Language Teacher Educators Collaborative Conversations

1998 ◽  
Vol 32 (3) ◽  
pp. 536 ◽  
Author(s):  
Francis Bailey ◽  
Maggie Hawkins ◽  
Suzanne Irujo ◽  
Diane Larsen-Freeman ◽  
Ellen Rintell ◽  
...  
Keyword(s):  
Teacher Educators ◽  
Language Teacher

Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education

2017 ◽  
Vol 69 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Susan D. Martin ◽  
Sherry Dismuke
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
Complexity Theory ◽  
Teacher Educators ◽  
Teacher Practices ◽  
Learning Opportunities ◽  
Mixed Methods Study ◽  
Teacher Education Programs ◽  
Policy Makers ◽  
Education Coursework

How to prepare teachers to be effective in our nations’ classrooms seems to get increasingly complex, yet the links between teacher education and teachers’ eventual practices are little understood. Using complexity theory as a theoretical framework, this mixed-methods study investigated writing teacher practices of 23 elementary teachers. Twelve teachers had participated in a comprehensive course focused on writing, either at inservice or preservice levels. The other teachers had not taken any course focused on writing and had little to no writing professional development. Despite the small number of participants in our study, quantitative analysis demonstrated significant differences on multiple, effective practice indicators. These findings were borne out in qualitative analyses as well. Clear connections of teachers’ practices and understandings and the course were noted. These findings contribute to understandings of the ways in which teacher education coursework makes a difference in optimizing candidate learning and reducing the variability across teacher practices and subsequent student learning opportunities. Findings suggest implications for policy makers, teacher education programs, as well as for teacher educators and researchers.

scholarly journals A Critical Teacher Education Experience in the State of Goiás, Brazil

2017 ◽  
Author(s):  
Rosane Rocha Pessoa ◽  
Maria Eugênia Sebba Ferreira de Andrade ◽  
Edilson Pimenta Ferreira
Keyword(s):  
Teacher Education ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Basic Education ◽  
The State ◽  
Female Teacher ◽  
Language Teacher Education ◽  
Language Teacher ◽  
National Network ◽  
Brazilian Government

ABSTRACT One of the Brazilian government initiatives to improve basic education was to create the National Network of Continuing Education for Teaching Professionals of Public Basic Education in 2011. Our extension program in this network was implemented in 2013 in 10 towns of the state of Goiás and counted on 21 teacher educators and 110 teacher-participants. Part of the empirical material of one of these teacher educators will be analyzed in this article, focusing on the discourses of seven female teacher-participants about their previous language teacher education experiences and about the first two months of the extension course. The qualitative discussion draws on theorizations from Critical Discourse Analysis and Teacher Education in Brazil, and shows that discourses on language teacher education, English teaching, and English were problematized.

scholarly journals De-universalizing the decolonial: between parentheses and falling skies

Gragoatá ◽  
2021 ◽  
Vol 26 (56) ◽  
pp. 876-911
Author(s):  
Lynn Mario Trindade Menezes de Souza ◽  
Ana Paula Martinez Duboc
Keyword(s):  
Teacher Educators ◽  
Applied Linguistics ◽  
Culturally Sensitive ◽  
The Body ◽  
Critical Examination ◽  
Language Teacher ◽  
Decolonial Pedagogy

Departing from the premise that decoloniality is growing in popularity within contemporary Brazilian Applied Linguistics studies, this paper claims in favor of a more performative decolonial praxis so as to prevent decoloniality from universality. In doing so, the text begins with some theorizations on decolonial thought with an emphasis on the triad fundamental in any decolonial exercise, that is to Identify-Interrogate-Interrupt coloniality. The paper, then, claims in favor of thinking communication otherwise which, along with the notions of bringing back the body and marking the unmarked, constitute the necessary decolonial strategies if one wishes to interrupt coloniality. A critical examination of The falling Sky: words of a Yanomami shaman, co-authored by Kopenawa and Albert (2013), is brought to the fore as illustrative of a decolonial pedagogy which attempts to help language teacher educators and researchers to become attentive to socially-just-oriented educational agendas that claim to be culturally-sensitive whereas, in fact, they may be serving the purposes of a still prevailing colonial project.

Second language teacher education: Review of recent research on practice

2010 ◽  
Vol 43 (3) ◽  
pp. 259-296 ◽  
Author(s):  
Tony Wright
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Teacher Educators ◽  
Learning To Teach ◽  
Theory And Practice ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

Second language teacher education (SLTE) has undergone considerable change over the past 25 years. The question of how language teaching is learnt and how programmes of professional preparation can contribute to this process now elicits quite different answers. A new agenda of theory and practice has emerged as SLTE has incorporated many of the ideas and practices of reflection (Schön 1983). At the same time, it has drawn increasingly on feeder fields of research and practice such as teacher cognition and professional cultures. These have augmented, and to some extent displaced, the original roots of SLTE in Applied Linguistics and Psychology, and a new knowledge base (Freeman & Johnson 1998) has been established, contributing to the formulation of theory about language teachers' learning-to-teach, and its practices. The focus of this review is on the extent to which the new agenda has influenced SLTE practices in recent years. It examines accounts of activities teacher educators and student teachers engage in during SLTE programmes in formal learning experiences. The paper identifies a thriving practitioner research culture in SLTE but argues that much more research is required to establish the true extent to which new conceptualisations of the process of learning-to-teach second languages guides SLTE practice.

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