ESP teacher education needs

2017 ◽  
Vol 52 (3) ◽  
pp. 318-330 ◽  
Author(s):  
Helen Basturkmen
Keyword(s):  
Teacher Education ◽  
English For Academic Purposes ◽  
Classroom Teaching ◽  
Teaching English ◽  
Knowledge And Skills ◽  
Education Needs ◽  
Learner Needs ◽  
Research Studies

Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.

scholarly journals Teacher Education and Teacher Identity in Transition

2010 ◽  
Vol 3 (2) ◽  
pp. 141-145
Author(s):  
Fern Snart
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Communication Technology ◽  
Teacher Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Knowledge And Skills ◽  
Adult Lives

Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

The Baby in the Bathwater

2014 ◽  
pp. 371-389
Author(s):  
Patrick Healy
Keyword(s):  
Teaching Practices ◽  
Language Teaching ◽  
Compulsory Education ◽  
English For Academic Purposes ◽  
Academic Community ◽  
Teaching English ◽  
Art And Science ◽  
Educational Levels ◽  
Per Se ◽  
Different Levels

This chapter is informed by the author's experiences of teaching English as a Second or Other Language (ESOL) before moving on to teach English for Academic Purposes (EAP). Accordingly, it is shaped by the laments of ESOL practitioners at their perceived Cinderella status and an understanding that EAP teaching is regarded by much of the academic community as support work. Qualifications in EAP per se are not awarded, but rather, like scaffolding, language teaching sits alongside a student's principal course of study. Most EAP teachers have provided scaffolding to the educational edifice at a range of levels spanning compulsory and post-compulsory education. This affords a unique perspective on what teaching looks like at different levels. Founded on a familiarity with pedagogy at other levels then, the chapter draws on personal insights into teaching practices at universities and posits that certain characteristics of teaching younger learners might be equally effective in EAP and throughout the post-compulsory context. After all, pedagogy, the term used to describe teaching throughout educational levels, derives from the Greek “paid,” meaning child, and “agogus,” meaning leader. Thus, pedagogy literally means “the art and science of teaching children” (Knowles, Holton, & Swanson, 2012).

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.

The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World

2017 ◽  
pp. 104-115 ◽  
Author(s):  
Valerie J. Robnolt ◽  
Joan A. Rhodes ◽  
Sheri Vasinda ◽  
Leslie Haas
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Technology Knowledge ◽  
Student Reflection ◽  
Digital World ◽  
Reflective Practitioners ◽  
Preservice Teacher Learning

The use of ePortfolios to document and assess preservice teacher learning continues to be a prevalent method for encouraging student reflection. This chapter outlines the definition and prevailing uses of ePortfolios and describes the variety of ways that ePortfolios are implemented in teacher education programs. The authors describe the issues that faculty and preservice teachers face when implementing ePortfolios, particularly when writing for different audiences, such as accreditation agencies and to meet program requirements. The importance of technology knowledge and skills for successful creation of ePortfolios is outlined. Through the presentation of two cases, this chapter focuses on the development of ePortfolio implementation projects. The chapter concludes with suggestions for faculty to support preservice teachers as they implement ePortfolios in their teacher education programs.

Teaching English for Academic Purposes Through the Use of Digital Tools

2018 ◽  
pp. 1602-1634
Author(s):  
Tal Levy ◽  
Leslie J. Cohen
Keyword(s):  
Teaching And Learning ◽  
Development Program ◽  
English For Academic Purposes ◽  
Virtual Learning Environment ◽  
Teaching English ◽  
Online Programs ◽  
Face To Face ◽  
Use Of Technology ◽  
Academic Center ◽  
Digital Development

This chapter discusses an ongoing seven-year Digital Development Program (DDP) which has trained and encouraged English for Academic Purposes (EAP) instructors to teach digitally. As leaders of an EAP team at Ruppin Academic Center, and as proponents of the idea that mindful use of technology enhances both teaching and learning, we adopted the Technology, Pedagogy, and Content Knowledge model known as TPACK (Koehler & Mishra, 2008), as our guiding. We used Moodle as the virtual learning environment (VLE) platform for our program. In our attempt to achieve as paperless and digital a classroom as possible, we continue to introduce numerous online programs and activities via our VLE. The purpose of this chapter is to describe the transition from face-to-face English and content teaching to blended and flipped learning at our institution. Feedback has been positive. We also offer suggestions to other institutions which may be seeking to make similar changes. The appendix lists the websites, resources, software, and applications, which are mostly free or open source.

When Virtual Communities Click

2010 ◽  
pp. 182-196
Author(s):  
Jeannine Hirtle ◽  
Samuel Smith
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Deep Learning ◽  
Communities Of Practice ◽  
Qualitative Data ◽  
Virtual Communities ◽  
Professional Culture ◽  
Knowledge And Skills ◽  
Literacy Educators

Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for deeper learning and transformation of their participants. This chapter examines more meaningful outcomes possible in community-centered learning— deep learning, changes in professional culture and identity, and participants “finding voice”—outcomes of value not often seen in formal educational and traditional professional development settings. Drawing on qualitative data from participants in a three-year community of writers and literacy educators, this study suggests that CoP’s can be linked not only to development of knowledge and skills, but also to changes in participant beliefs, attitudes, voices, visions, and the identities of practicing educators.

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

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