scholarly journals Teacher education

2007 ◽  
Vol 40 (3) ◽  
pp. 271-273
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Bilingual Education ◽  
Student Teachers ◽  
Cultural Knowledge ◽  
National Association ◽  
Theory And Practice ◽  
Language And Literacy ◽  
Research Journal ◽  
K 12

07–460Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–461Garrison, Leslie (San Diego State U, USA), Teacher attrition and retention along the Mexican border. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 365–384.07–462Harrison, Jennifer (U Leicester, UK), An examination of the language and interpretations of ‘Standard one’ for initial teacher training in England: ‘Professional values and practice’ – outcomes or opportunities?European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 431–454.07–463Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers.Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.07–464Márquez-López, Teresa I. (U California, USA), Dual-language student teachers' classroom-entry issues: Stages toward gaining acceptance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 499–520.07–465Rankin, Jamie (Princeton U, USA; [email protected]) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.07–466Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 81–97.07–467Sook Lee, Jin & Eva Oxelson (U California, Santa Barbara, USA), ‘It's not my job’: K–12 teacher attitudes toward students' heritage language maintenance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 453–477.07–468Tudor, Ian (U Libre de Bruxelles, Belgium), Teacher training and ‘quality’ in higher education language teaching: Strategies and options. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 519–532.

scholarly journals Abstracts: Teacher education

2007 ◽  
Vol 40 (4) ◽  
pp. 358-360
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
School Level ◽  
Teaching Beliefs ◽  
Diverse Classrooms ◽  
Secondary School Level ◽  
The Impact

07–615Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–616Gonçalves, Maria de Lurdes (U Aveiro, Portugal) & Ana Isabel Andrade, Connecting languages: The use of theportfolioas a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.2 (2007), 195–213.07–617Kurihara, Yuka & Keiko Samimy (Ohio State U, USA), The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 99–122.07–618Poulou, Maria (U Patras, Greece), Student-teachers' concerns about teaching practice. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 91–110.07–619Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 81–97.07–620Vacilotto, Silvana & Rhoda Cummings (U Nevada, Reno, USA; [email protected]), Peer coaching in TEFL/TESL programmes. ELT Journal (Oxford University Press) 61.2 (2007), 153–160.

scholarly journals Reading & writing

2007 ◽  
Vol 40 (3) ◽  
pp. 263-268
Keyword(s):  
Hong Kong ◽  
Bilingual Education ◽  
Language Teaching ◽  
Written Language ◽  
National Association ◽  
English For Specific Purposes ◽  
Language And Literacy ◽  
Oxford University ◽  
Research Journal ◽  
Oxford University Press

07–430Anson, Chris M. (N Carolina State U, Raleigh, USA; [email protected]), Assessing writing in cross-curricular programs: Determining the locus of activity. Assessing Writing (Elsevier) 11.2 (2006), 100–112.07–431Chanock, Kate (La Trobe U, Bundoora, Australia; [email protected]), Help for a dyslexic learner from an unlikely source: The study of Ancient Greek. Literacy (Oxford University Press) 40.3 (2006), 164–170.07–432Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.07–433Daniels, Peter T. (New Jersey, USA). On beyond alphabets. Written Language and Literacy (Benjamins) 9.1 (2006), 7–24.07–434Dovey, Teresa (U Technology, Sydney, Australia), What purposes, specifically? Re-thinking purposes and specificity in the context of the ‘new vocationalism’. English for Specific Purposes (Elsevier) 25.4 (2006), 387–402.07–435Dowdall, Clare (U Plymouth, UK; [email protected]), Dissonance between the digitally created words of school and home. Literacy (Oxford University Press) 40.3 (2006), 153–163.07–436Elbow, Peter (U Massachusetts, Amherst, USA; [email protected]), Do we need a single standard of value for institutional assessment? An essay response to Asao Inoue's ‘community-based assessment pedagogy’. Assessing Writing (Elsevier) 11.2 (2006), 81–99.07–437Green, Anthony (U Cambridge, ESOL Examinations, Cambridge, UK; [email protected]), Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing (Elsevier) 11.2 (2006), 113–134.07–438Holme, Randal & Bussabamintra Chalauisaeng (Hong Kong Institute of Education, Hong Kong, China), The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom. English for Specific Purposes (Elsevier) 25.4 (2006), 403–419.07–439Jia, Yueming Zohreh R. Eslami, & Lynn M. Burlbaw (Texas A & M U, USA), ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 407–430.07–440Kirkgöz, Yasemin (Çukurova U, Turkey; [email protected]), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.07–441Lambirth, Andrew (Canterbury Christ Church U, UK; [email protected]) & Kathy Goouch, Golden times of writing: The creative compliance of writing journals. Literacy (Blackwell) 40.3 (2006), 146–152.07–442Li, Yongyan (City Hong Kong, China), A doctoral student of physics writing for publication: A sociopolitically-oriented case study. English for Specific Purposes (Elsevier) 25.4 (2006), 456–478.07–443Moreira, Sylvia (City U New York, USA) & Maryellen Hamilton. Goats don't wear coats: An examination of semantic interference in rhyming assessments of reading readiness for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 547–557.07–444Penney, Catherine (U Newfoundland, Canada) James Drover, Carrie Dyck & Amanda Squires, Phoneme awareness is not a prerequisite for learning to read. Written Language and Literacy (Benjamins) 9.1 (2006), 115–133.07–445Serniclaes, Willy (U René Descartes, Paris, France), Allophonic perception in developmental dyslexia: Origin, reliability and implications of the categorical perception deficit. Written Language and Literacy (Benjamins) 9.1 (2006), 135–152.07–446Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.07–447Stapleton, Paul (Hokkaido U, Sapporo, Japan) & Rena Helms-Park, Evaluating Web sources in an EAP course: Introducing a multi-trait instrument for feedback and assessment. English for Specific Purposes (Elsevier) 25.4 (2006), 438–455.07–448Zhu, Yunxia (U Queensland, New Zealand; [email protected]), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

scholarly journals Language testing

2007 ◽  
Vol 40 (3) ◽  
pp. 268-271
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Public Schools ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
National Association ◽  
Research Journal

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

Teaching About Homelessness Through Multicultural Picture Books and Virtual Reality in Preservice Teacher Education

2020 ◽  
pp. 004723952095869
Author(s):  
Taraneh Matloob Haghanikar ◽  
Lisa M. Hooper
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Virtual Reality ◽  
Preservice Teacher ◽  
Instructional Strategy ◽  
Preservice Teacher Education ◽  
Emerging Technology ◽  
Cultural Knowledge ◽  
Multicultural Children's Literature ◽  
K 12

Using multicultural children’s literature is one way to help preservice teachers build cultural knowledge and awareness about diversity. Another possible practice, not commonly used, is the addition of emerging technology in conjunction with conventional instructional approaches. In this article, we reviewed incorporating a lesson about homelessness in preservice teachers’ ( N = 46) respective curricula. We provided an illustrative example of the class and assignment process employed to facilitate preservice teachers’ knowledge, skills, and awareness that can be used with K-12 students who are experiencing homelessness. The goal of these assignments was to initiate or continue the conversation about building knowledge related to effective teaching practices about diversity in general and homelessness in particular. In this article, we shared an innovative instructional strategy that might lead to a shift in educators’ approaches, a move toward more diverse curriculum.

scholarly journals Teacher Education: An Adaptive Response to the Movement to Online Instruction

2020 ◽  
Vol 4 (1) ◽  
pp. 30-34
Author(s):  
Robert Ceglie
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Instruction ◽  
The United States ◽  
Teacher Education Programs ◽  
Rapid Changes ◽  
Teacher Training Programs ◽  
Additional Support ◽  
Current Student ◽  
K 12

The COVID-19 pandemic impacted teacher training programs, as the shift to online instruction sent waves through the K-12 public education system in the United States. Teacher education programs were found in situations where their current student teachers needed significant additional support to navigate the rapid changes in the means that instruction was provided in their schools. This essay provides some insight on how one university navigated this process and provides suggestions for training future teachers. Covid-19, online instruction, pre-service teachers, teacher education

Teacher Education in Singapore

2019 ◽  
Author(s):  
Jason Loh ◽  
Guangwei Hu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
International Student ◽  
Student Assessment ◽  
Theory And Practice ◽  
Leadership Role ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Teacher Training College

Since the turn of this century, and especially in the past decade, Singapore has consistently done well in international benchmark studies, be it the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the International Baccalaureate diploma assessment. Singapore’s sterling performance in these different benchmark assessments has been widely attributed to the quality of its teaching force, which is, in turn, ascribed to the teacher education programs provided by its sole teacher education institution – the National Institute of Education (NIE), Nanyang Technological University (NTU). Teacher education began during the country’s colonial past, but there was no designated provider of comprehensive training until teacher training was institutionalized in 1950, when the Teacher Training College was established. After Singapore gained independence in 1965, the institution’s capacity expanded rapidly as a teacher training department and later as a statutory board within the Ministry of Education. In 1991, to raise the stature of teacher education, the Teacher Training College was incorporated as an autonomous institute within the newly formed NTU. Due to the need to ensure the survival of a tiny island nation over the years, it has been imperative to educate the population for industry and development. In the process, tensions have arisen from: (a) the recruitment of huge numbers of teachers and the concomitant quality of their training, (b) collaboration with the Ministry of Education, and (c) the influence of educational research on theory and practice. In the third decade of the 21st century, with the stranglehold that neoliberalism has on many educational systems around the world, including Singapore, will NIE be able to prepare its future teachers to navigate and survive in such a climate, while continuing to strengthen its theory-practice nexus? With the dwindling of student numbers across all sectors and the accompanying reduced need for new teachers in the country, will NIE look beyond the shores of Singapore, internationalize its programs, and take on a leadership role in the region?

scholarly journals “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education

ReCALL ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Melinda Dooly ◽  
Randall Sadler
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Theory And Practice ◽  
Future Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
The Usa ◽  
The Impact

AbstractThis article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

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