scholarly journals A Reference Framework of Pedagogical Competences of Language Teachers in the Initial Training Programmes

2013 ◽  
Vol 93 ◽  
pp. 648-653 ◽  
Author(s):  
Liliana Mâţă ◽  
Doina Cmeciu ◽  
Roxana Maria Ghiaţău
Keyword(s):  
Language Teachers ◽  
Initial Training ◽  
Reference Framework ◽  
Training Programmes

scholarly journals The Perceptions of Future Language Teachers towards the Areas of Change at the Level of Initial Training Programmes

2018 ◽  
Vol 6 (1) ◽  
pp. 1-16
Author(s):  
Liliana Mâţă ◽  
Roxana,Maria Ghiaţău
Keyword(s):  
Preservice Teachers ◽  
Qualitative Methodology ◽  
Language Teachers ◽  
Initial Training ◽  
Long Term Effects ◽  
Structured Interviews ◽  
Research Questions ◽  
Training Programmes

Abstract The quality of training teachers is an issue of great interest in many countries throughout the world. In this study there is highlighted the growing importance of initial teacher training for future language teachers, which implies the need for identifying the areas of change. The aim of the research consists in exploring the perceptions of preservice teachers regarding the areas of changes at the level of the initial training programmes. A total of ninety-five stratified selected pre-service language teachers participated in this study. We have explored the following research questions: A. What are the areas of change in the field of pedagogical competences development at the level of initial training programmes in the perception of future language teachers?; B. Are there any significant differences between the perceptions of pre-service language teachers regarding the areas of change in the field of pedagogical competences development at the level of initial training programmes according to their year of study, specialization, and age? A qualitative methodology employing semi-structured interviews was used to allow flexibility in the exploration of the conceptions of pre-service teachers on the areas of change at the level of initial training programmes. The study is relevant and valuable by offering first-hand signalling of the “areas of changes” proposed as a result of their own representations, with the purpose of developing innovative initial training programmes, with positive long-term effects.

scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

scholarly journals La formazione degli insegnanti di italiano in Austria

2018 ◽  
Author(s):  
Cristina Gavagnin
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training System ◽  
Language Teachers ◽  
Initial Training ◽  
Apprenticeship Programs ◽  
Teachers Training ◽  
The Way

This paper describes language teachers’ training in Austria where, following a 2013 law, in 2016-17 a new initial training system was implemented nationwide. The paper then focuses on the training of Italian teachers in Carinthia, where the new training system was first tested. In this region, cornered between Latin, German and Slav Europe, Italian is, notably, the second most studied foreign language after English. Finally, Austria’s old and new initial teacher trainings are compared, and particular attention is paid to the structure of the apprenticeship programs and to the way the guidelines set out in the EPOSTL and the EPLTE, the two EU documents on teacher training, are implemented.

scholarly journals Language education for non-native speaker language teachers

2018 ◽  
Vol 24 ◽  
pp. 44-55 ◽  
Author(s):  
Emma Riordan
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Native Speaker ◽  
Language Skills ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Group I ◽  
Language Courses ◽  
Training Programmes

For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

Integrating Technology on Initial Training Courses

2011 ◽  
Vol 1 (2) ◽  
pp. 55-71
Author(s):  
Marisa Constantinides
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Teachers ◽  
Regular Part ◽  
Initial Training ◽  
Foreign Language Teachers ◽  
Integrating Technology ◽  
Training Courses ◽  
Teacher Trainers ◽  
Teacher Trainer

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

scholarly journals CONCILIER FORMATION INITIALE ET PRATIQUE D’ENSEIGNEMENT DU FLE EN CONTEXTE KENYAN

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Caroline C. A. Oyugi
Keyword(s):  
Foreign Language ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Social Contexts ◽  
Language Teachers ◽  
School Level ◽  
Initial Training ◽  
Authentic Materials ◽  
Evolving Context

Language facilitates the sharing of one’s personal experiences with another. Thus, teaching and learning a language is anchored on interaction. The learner learns to communicate through authentic communication; in the context of a foreign language, the language is therefore both the tool and object of learning. Thematic training for teachers in the field of foreign language is scanty. The usual initial training course offers future instructors theoretical baggage in methodology, linguistics, and some literary areas. In some instances, exposure to cultural studies and emerging practices such as the use of authentic materials in language classes may take place. While the existing models largely target the adolescent public, the observations and practices meant to allow trainees to acquire baseline experience remain insufficient. The proliferation of tertiary institutions where foreign languages are taught has in turn spurred teacher mobility in response to the new opportunities. This mobility, based on the desire for professional growth, has seen teachers trained for the secondary school level moving on to adult teaching post-secondary establishments. Supposing that each public has specific learning and language needs which correspond to diverse social contexts, a number of questions need addressing: in the context of evolving needs, are instructors aware of their roles? How do they ensure that learning takes place? What mechanisms are put in place to ensure learning that responds not only to administrative demands but also to learners’ needs? In order to operate effectively across different academic and linguistic levels, are there methodological techniques that allow differentiated perception of the material at hand and more specifically in our context, facilitate learning of French as a Foreign Language? This paper is born of a study on the gaps existing between the theoretical expectations of initial training of instructors in the field of French as a foreign language and the reality on the evolving context on the ground. This paper makes certain proposals regarding the recruitment and continuing professional development of French language teachers, all with the intention of enhancing their efficiency in the field.

scholarly journals ACQUIRING ESP TEACHER COMPETENCE THROUGH THEORY AND PRACTICE

2021 ◽  
Vol IV (2) ◽  
pp. 33-42
Author(s):  
Eleonora Olivia Bălănescu ◽  
Keyword(s):  
Teacher Training ◽  
Research Method ◽  
Teaching Practice ◽  
Language Teachers ◽  
Theory And Practice ◽  
English For Specific Purposes ◽  
Teacher Competence ◽  
Private Institutions ◽  
Training Programmes ◽  
Theoretical Considerations

The emergence of English for Specific Purposes (ESP), which is closely linked to particular professions, requires qualified language teachers. Despite the growing demand for courses in ESP in Romania, and the eagerness of universities and private institutions to include these courses in their curricula, insufficient attention has been given to teaching training in this domain. In the absence of under-graduate ESP teacher training programmes, ESP is taught by General English graduates who basically learn as they go. The aim of this paper is to map the territory, that is, to outline the main coordinates on which a framework of ESP teacher training can be developed in Romania. These coordinates refer to the particularities of teaching ESP and to the subsequent teaching practice. The research method consists in combining theoretical considerations with practical advice and suggestions for pre-service teachers.

scholarly journals Défis méthodologiques de la programmation des cours en langues sur objectifs spécifiques

2019 ◽  
Vol 46 (1) ◽  
pp. 146-156
Author(s):  
Magdalena Sowa
Keyword(s):  
Course Design ◽  
Language Teachers ◽  
Practical Implementation ◽  
Course Planning ◽  
Sensitive Areas ◽  
Training Programmes ◽  
Effective Planning

The aim of the text is to discuss issues related to planning LSP courses. The keystages of course design are understandable and clear to most LSP teachers. However, their practical implementation can raise certain doubts or questions. The paper attempts to analyse such problematic aspects of LSP course planning in detail. We will situate these problems at particular stages during course design and show to what extent they can affect the success of LSP education. In our opinion, the diagnosis and analysis of these sensitive areas can be helpful not only in the effective planning of LSP training programmes but also in language teachers’ education for professional purposes.

scholarly journals A community needs responsive management training model: Re-envisioning management training for pastors of the International Assemblies of God Church

2016 ◽  
Vol 37 (1) ◽  
Author(s):  
Malesela J. Masenya ◽  
Johannes J. Booyse
Keyword(s):  
Assemblies Of God ◽  
Management Training ◽  
Training Model ◽  
Research Approach ◽  
Initial Training ◽  
Non Profit ◽  
South African Society ◽  
Community Needs ◽  
Training Pastors ◽  
Training Programmes

Non-profit organisations (NGO�s) play an important role in helping satisfy society�s many needs. Churches, for example, are called upon to address critical challenges facing the South African society such as discrepancies in life chances, unemployment and corruption. It largely depends on the management skills of leaders of such organisations to succeed in their endeavour to meet community needs. In order to improve these skills, this study sought to redefine the initial training of student pastors, including their management training, at the colleges of the International Assemblies of God Church (IAG). A qualitative research approach was followed. Two focus group interviews and seven individual interviews were conducted. Interviews included members of the national and provincial executive committees of the IAG, serving pastors, directors of training colleges, pastor trainees in their final year of study, and a newly graduated student. The findings of the study support the importance of formal management training for pastors before being employed in the service of the IAG. This Church has moved away from accepting ministers for service based on their faith and profession of a call to ministry only. The investigation revealed shortcomings in the initial training programmes of pastors; for example, the emphasis on theological courses at the expense of courses that are responsive to community needs and management training issues. Leaders with the competency to respond to community needs are required. The implementation of a transformational management framework, which includes community responsive courses, is recommended as a way to effectively train church leaders.Intradisciplinary and/or interdisciplinary implications: Although this article is written within the framework of Educational Management, it touches on other fields like Practical Theology and Curriculum Development. It reflects on the perceived need to include management training in the formal preparation of pastors; an aspect which has previously been sorely neglected. A training model is suggested to achieve this objective.Keywords: community;�training; pastors

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