scholarly journals The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment

2010 ◽  
Vol 55 (2) ◽  
pp. 777-788 ◽  
Author(s):  
Yuping Wang ◽  
Nian-Shing Chen ◽  
Mike Levy
Keyword(s):  
Teacher Education ◽  
Learning Environment ◽  
Training Model ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Face To Face ◽  
Design And Implementation ◽  
Face To Face Learning ◽  
Holistic Training

scholarly journals PRACTICES AND PERSPECTIVES OF TEACHER TRAINEES UPON ONLINE LANGUAGE EDUCATION PROGRAMME

2020 ◽  
pp. 81-90
Author(s):  
Feryal Cubukcu
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Education ◽  
Personal Contact ◽  
Instructional Technologies ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Face To Face ◽  
Teacher Trainees ◽  
The Future

The expansion of instructional technologies in education has made it possible to learn and teach a second or foreign language online, without recourse to face-to-face teaching. A great deal of information is available on the varying formats and relative efficacy of online language-learning programmes. Teaching and learning is one of the core activities within higher education, such as universities and colleges. Almost every university in the USA now offers some type of computer online courses and most offer online programs in which all or most of the courses are taken via electronic means with a minimum of face to face real personal contact between instructor and student. There are many instructors and professors who claim that this electronic instruction is the future of teaching and the future of learning. Technology brings a lot of benefits to online classes such as flexibility, reduced costs, networking, documentation, increased student time, accessibility and self-discipline. Instructional technologies have been used extensively after the spread of COVID19. Council of Higher Education in Turkey closed down all the universities and embarked on online education by issuing a statement that all universities were free to choose the platform they wished to use. This study aims at discovering how online language teacher education programmes yielded emerging patterns and how teacher trainees’ perspectives were in relation with these online language teacher education programmes. To reach this aim, 275 teacher trainees at the Department of English Language Teaching participated in the study and semi-structured interviews were held with them. This discussion illuminates critical issues and attitudes of teacher trainees along with the challenges unique to programmes as a future research agenda.

Teacher Training in Distance Education and the Practicum Process

2014 ◽  
pp. 217-230
Author(s):  
Belgin Aydin ◽  
Ilknur Kecik
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Teacher Training ◽  
English Language ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Face To Face ◽  
Wide Range

Distance education has long been used both in pre-service and in-service teacher education programs to provide wider opportunities to people who are not able to attend face-to face courses. Since teacher education is a wide topic with participants having quite a wide range of needs, there is still a need to get information on different models, especially on the practicum part of teacher education. Within the realm of this topic, this chapter aims to describe an innovative model, the design of which is based on a need in Turkey, and discuss it in the light of available literature. After a brief terminology clarification, major models and trends in language teacher education are brought forth and discussed. Then, the model developed by Anadolu University, Distance English Language Teacher Training (DELTT), is explained and further suggestions on the issue are made.

Teacher Training in Distance Education and the Practicum Process

2018 ◽  
pp. 355-369
Author(s):  
Belgin Aydin ◽  
Ilknur Kecik
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Teacher Training ◽  
English Language ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Face To Face ◽  
Wide Range

Distance education has long been used both in pre-service and in-service teacher education programs to provide wider opportunities to people who are not able to attend face-to face courses. Since teacher education is a wide topic with participants having quite a wide range of needs, there is still a need to get information on different models, especially on the practicum part of teacher education. Within the realm of this topic, this chapter aims to describe an innovative model, the design of which is based on a need in Turkey, and discuss it in the light of available literature. After a brief terminology clarification, major models and trends in language teacher education are brought forth and discussed. Then, the model developed by Anadolu University, Distance English Language Teacher Training (DELTT), is explained and further suggestions on the issue are made.

A Scrutiny of Preservice English Teachers’ Lived A/Synchronous Distance Education Experiences: Can Distance Education Not Replace Face-to-Face Education in Preservice English Language Teacher Education?

2021 ◽  
pp. 002205742110323
Author(s):  
Gülten Koşar
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
English Language ◽  
English Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Face To Face ◽  
Program Change

This cross-sectional survey research explores 249 preservice English teachers’ (PSETs) conceptions of their lived synchronous and asynchronous distance education (DE) experiences and if their preferences for the mode of education in the program change significantly according to their year of study. The findings revealed the participants did not conceive the initial English language teacher education could be provided effectively through asynchronous DE; instead, they favored either face-to-face education or a combination of synchronous DE and face-to-face education. In addition, participants’ preferences for the type of education in the program did not change significantly in accordance with their year of study.

Analyzing CMS affordances through the RAT framework for online language teacher education: A case study

2012 ◽  
Author(s):  
Esther Smidt ◽  
James Schumann ◽  
Karen Clement ◽  
Jesse Greenleaf ◽  
Mandy Nelson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Language Teacher Education ◽  
Language Teacher

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

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