scholarly journals Micro-teaching Videos in EFL Teacher Education Methodology Courses: Tools to Enhance English Proficiency and Teaching Skills Among Trainees

2012 ◽  
Vol 55 ◽  
pp. 730-738 ◽  
Author(s):  
Perihan Savas
Keyword(s):  
Teacher Education ◽  
English Proficiency ◽  
Teaching Skills ◽  
Efl Teacher ◽  
Efl Teacher Education

scholarly journals EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education

2015 ◽  
Vol 16 (1) ◽  
pp. 79
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
English Teachers ◽  
West Java ◽  
English Curriculum ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Descriptive Method

This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

scholarly journals Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

2018 ◽  
Vol 4 (1) ◽  
pp. 45 ◽  
Author(s):  
Ana Rachel Mendes ◽  
Kyria Rebeca Finardi
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Language Education ◽  
Information And Communications Technology ◽  
Efl Teacher ◽  
Efl Teacher Education ◽  
The Impact ◽  
Education In Brazil

Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

scholarly journals Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 121-134 ◽  
Author(s):  
Maria Gimena San Martin
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Programme ◽  
Learning To Teach ◽  
Language Teacher Education ◽  
Teacher Education Programme ◽  
Perceived Needs ◽  
Efl Teacher ◽  
Level Of Understanding ◽  
Efl Teacher Education

This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding.

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