ESL Teachers’ Emotional Experiences, Responses and Challenges in Professional Relationships with the School Community: Implications for Teacher Education

2018 ◽  
pp. 243-257 ◽  
Author(s):  
Minh Hue Nguyen
Keyword(s):  
Teacher Education ◽  
School Community ◽  
Professional Relationships ◽  
Emotional Experiences ◽  
Esl Teachers

scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

High School, Community Colleges, and Universities: Partners in Teacher Education and National Efforts

10.1002/cc.99 ◽  
2003 ◽  
Vol 2003 (121) ◽  
pp. 47-58 ◽  
Author(s):  
Fred Gaskin ◽  
Steven R. Helfgot ◽  
Sue Parsons ◽  
Anna Solley
Keyword(s):  
High School ◽  
Teacher Education ◽  
Community Colleges ◽  
School Community ◽  
Colleges And Universities

scholarly journals Teacher Professional Development in Finland: Towards a More Holistic Approach

2015 ◽  
Vol 7 (3) ◽  
pp. 279 ◽  
Author(s):  
Hannele NIEMI
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
School Community ◽  
Professional Autonomy ◽  
Service Research ◽  
Induction Phase ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

ABSTRACT: The article reflects on teacher professional development as a continuum that starts during pre-service time, continues into the first years of newly qualified teachers’ induction phase, and spans a career-long development throughout their teaching careers. Finnish teachers work in contexts that provide high professional autonomy and agency in their work. Pre-service teacher education prepares them for this responsible role. In earlier years, in-service training occurred on training days and through short courses. The new trend sees teachers as developers in the whole school community. Teachers have researchbased orientation in pre-service teacher education, which makes them capable to design school-based projects and their own development as it relates to school development. The article introduces four cases in which new trends have already been implemented. These best practices are examples how to (1) support the school community to cross boundaries towards multi-professional cooperation, (2) design an innovative school community using a design-based approach together with many partners, (3) connect pre-service and in-service research-based teacher education in science, technology and math (STEM) teaching, and (4) promote induction for new teachers.

scholarly journals Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Practices ◽  
Teacher Education Program ◽  
Project Based Learning ◽  
First Year ◽  
Emotional Experiences ◽  
Teaching Competencies ◽  
Research Questions

AbstractThe study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based learning (PBL) approach. The study addressed the following research questions: (a) Which emotional experiences accompanied PSTs’ PBL-based pedagogical practicum?(b) Of the competencies for implementing PBL that the PSTs developed during the practicum, which did they consider using as part of their classroom practices in the future? (c) Is there a connection between PSTs’ emotional experiences and their self-reported competencies for implementing PBL in their classroom practices? Participants were 16 preservice teachers in their first year in the teacher-education program for teaching sciences. Data were collected from reflective reports, submitted at the end of the first and second semesters, thereby addressing the middle and final stages of the PBL-based practicum, and were analyzed using three complementary methodologies: content, linguistic, and statistical analyses. The findings indicate that, as portrayed by the participants, PSTs’ immersion in the PBL-based practicum was accompanied by both positive and negative emotional experiences. While immersed in the PBL practicum, the PSTs described themselves as developing various teaching competencies for implementing PBL in the classroom. It was also found that the positive emotional experiences outnumbered the negative, and this predominance was positively linked to the development of the PSTs’ competencies.

Second Language Acquisition and Online Learning

2006 ◽  
pp. 172-212
Author(s):  
Yukiko Inoue ◽  
Suzanne Bell
Keyword(s):  
Teacher Education ◽  
Second Language Acquisition ◽  
Prospective Teachers ◽  
The United States ◽  
Cross Cultural ◽  
Internet Technology ◽  
Esl Teachers ◽  
Language Teacher Education ◽  
Cultural Component ◽  
Efl Teacher Education

In responding to the need for quality EFL (English as a Foreign Language) teacher education, my university also offers English majors an EFL teacher education course, which can be counted toward teacher accreditation program credits. The EFL methodology course includes lectures and activities to familiarize students with theoretical bases of EFL instruction and hands-on classroom practices. One special component of the course is the incorporation of cross-cultural e-mail correspondence, allowing prospective teachers to communicate with fellow pre-service bilingual/ESL teachers in the United States. The cross-cultural component of the course is an attempt to foster the prospective teachers’ reflectivity through social/interpersonal interactions with a distant group of colleagues made possible by Internet technology. (Liaw, 2003a, pp. 1-2)

Understanding the School Community: A Field‐Based Experience in Teacher Education

1995 ◽  
Vol 7 (1) ◽  
pp. 85-93 ◽  
Author(s):  
Linda Darling ◽  
Angela Ward
Keyword(s):  
Teacher Education ◽  
School Community
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