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.

scholarly journals Teacher education

2006 ◽  
Vol 39 (1) ◽  
pp. 41-45
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Hong Kong ◽  
The Netherlands ◽  
Language Learning ◽  
Student Teachers ◽  
World Englishes ◽  
Theory And Practice ◽  
Project Work ◽  
Language Teacher

06–108Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.06–109Beran, Tanya (U Calgary, Canada) & Claudio Violato, Ratings of university teacher instruction: How much do student and course characteristics really matter?Assessment & Evaluation in Higher Education (Routledge/Taylor&Francis) 30.6 (2005), 593–601.06–110Cadman, Kate (U Adelaide, Australia; [email protected]), Towards a ‘pedagogy of connection’ in critical research education: A REAL story. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 353–367.06–111Francis, Dawn (James Cook U, Australia) & Louise Ingram-Starrs, The labour of learning to reflect. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 541–553.06–112Gordon, June A. (U California at Santa Cruz, USA), The crumbling pedestal: Changing images of Japanese teachers. Journal of Teacher Education (Sage) 56.5 (2005), 459–470.06–113Green, Catherine & Rosie Tanner (IVLOS Institute of Education, Utrecht U, the Netherlands; [email protected]), Multiple intelligences and online teacher education. ELT Journal (Oxford University Press) 59.4 (2005), 312–321.06–114Hsu, Shihkuan (National Taiwan U, Taiwan), Help-seeking behaviour of student teachers. Educational Research (Routledge/Taylor&Francis) 47.3 (2005), 307–318.06–115Kolesnikova, Irina L. (St Petersburg, Russia; vkolesni@rol), English or Russian? English language teacher training and education. World Englishes (Blackwell) 24.4 (2005), 471–476.06–116Leeman, Yvonne & Guuske Ledoux (U Amsterdam, the Netherlands), Teachers on intercultural education. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 575–589.06–117Longaker, Mark Garrett (U Texas at Austin, USA), Market rhetoric and the Ebonics debate. Written Communication (Sage) 22.4 (2005), 472–501.06–118Lovtsevich, Galina N. (Vladivostok, Russia; [email protected]), Language teachers through the looking glass: Expanding Circle teachers' discourse. World Englishes (Blackwell) 24.4 (2005), 461–469.06–119McDonald, Ria (U South Africa, South Africa) & Daniel Kasule, The monitor hypothesis and English teachers in Botswana: Problems, varieties and implications for language teacher education. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 188–200.06–120Orland-Barak, Lily (U of Haifa, Israel), Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education (Sage) 56.4 (2005), 355–366.06–121Postholm, May Britt (Norwegian U Science & Technology, Norway), The teacher shaping and creating dialogues in project work. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 519–539.06–122Poulou, Maria (U Crete, Greece), Educational psychology with teacher education. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 555–574.06–123Shahrzad, Saif (Université Laval, Quebec, Canada), Aiming for positive washback: A case study of international teaching assistants. Language Testing (Hodder Arnold) 23.1 (2006), 1–34.06–124Siew-Lian Wong, Mary (Batu Lintang Teachers' College, Malaysia; [email protected]), Language learning strategies and self-efficacy: Investigating the relationship in Malaysia. RELC Journal (Sage) 36.3 (2005), 245–269.06–125Sifakis, Nicos C. & Areti-Maria Sougari (Hellenic Open U, Greece), Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 467–488.06–126Yin Wa Chan, Alice (City U Hong Kong, China), Tactics employed and problems encountered by university English majors in Hong Kong in using a dictionary. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey) 15.1 & 15.2 (2005), 1–27.

Second language teacher education: Review of recent research on practice

2010 ◽  
Vol 43 (3) ◽  
pp. 259-296 ◽  
Author(s):  
Tony Wright
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Teacher Educators ◽  
Learning To Teach ◽  
Theory And Practice ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

Second language teacher education (SLTE) has undergone considerable change over the past 25 years. The question of how language teaching is learnt and how programmes of professional preparation can contribute to this process now elicits quite different answers. A new agenda of theory and practice has emerged as SLTE has incorporated many of the ideas and practices of reflection (Schön 1983). At the same time, it has drawn increasingly on feeder fields of research and practice such as teacher cognition and professional cultures. These have augmented, and to some extent displaced, the original roots of SLTE in Applied Linguistics and Psychology, and a new knowledge base (Freeman & Johnson 1998) has been established, contributing to the formulation of theory about language teachers' learning-to-teach, and its practices. The focus of this review is on the extent to which the new agenda has influenced SLTE practices in recent years. It examines accounts of activities teacher educators and student teachers engage in during SLTE programmes in formal learning experiences. The paper identifies a thriving practitioner research culture in SLTE but argues that much more research is required to establish the true extent to which new conceptualisations of the process of learning-to-teach second languages guides SLTE practice.

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

scholarly journals Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

2018 ◽  
pp. 71-92
Author(s):  
Leena Kuure ◽  
Maritta Riekki ◽  
Riikka Tumelius
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Social Action ◽  
Meaning Making ◽  
Full Spectrum ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Language Pedagogy ◽  
Mediated Discourse ◽  
Nexus Analysis

Nexus analysis is becoming increasingly employed in a variety of research fields. It is seen to be particularly suited to exploring complex and changing phenomena. It entails a mediated discourse perspective to social action and interaction. In discourse studies, this involves switching the perspective from language to social semiotic meaning making in its full spectrum not only here and now but at the same time reaching across more distant spatial and temporal orientations. As the tradition of nexus analysis is still young there are no established interpretations of how to conduct research with an interest in such complexities in flux. This paper presents a review of studies in which nexus analysis or mediated discourse analysis has been applied in research related to language pedagogy and language teacher education. The review shows how research in the field is in emergence and the interpretations concerning the theoretical-methodological underpinnings vary to some extent.

The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World

2018 ◽  
pp. 140-160
Author(s):  
Geoff Lawrence
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Teacher Beliefs ◽  
Language Learning ◽  
Conceptual Framework ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Resistance

This chapter discusses the role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning (L2) in an increasingly digitalized world. The promise and pressures of technology integration are first discussed highlighting the need for new approaches to pedagogy in technology-mediated L2 teaching. Factors contributing to teacher resistance are then reviewed including the unique qualities of educational resistance to technology. Research identifying the nature of teacher beliefs from a range of studies is examined along with a conceptual framework illustrating the interconnected factors shaping L2 teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher education and areas of needed research conclude the chapter.

LANGUAGE TEACHER EDUCATION. Jon Roberts. London: Arnold, 1998. Pp. viii + 346. $70.00 cloth, $19.95 paper.

2000 ◽  
Vol 22 (4) ◽  
pp. 600-601
Author(s):  
Manel Lacorte
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Language Teachers ◽  
Social Dimensions ◽  
Classroom Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Learning And Teaching ◽  
Dimensions Of Learning ◽  
Constructivist Perspective

This volume is a valuable contribution to the field of language teacher education (LTE) because of its innovative approach to language learning and teaching as well as its consistent organization. As noted in the introduction, the book is intended for language teachers “who will make, or have made, the step from teaching to training” (p. 1). To this end, the author relates the teachers' experience and understanding of the classroom context to a broadly social constructivist perspective, based on the relevance of the personal and social dimensions of learning to teach.

scholarly journals Developing Module for Entrepreneurship Based Translation and Interpreting Skills Course in English Language Teacher Education

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 81-91
Author(s):  
Siyaswati Siyaswati ◽  
Dyah Rochmawati
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Student Teachers ◽  
English Language ◽  
Student Evaluation ◽  
Education Department ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research Findings ◽  
Teacher Education Department

The present study describes the development of a course module on Entrepreneurship-Based Translation and Interpretation Skills for the students of English Language Teacher Education Department. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and refined during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded positively to the course module. The students stated that the module was interesting, relevant and valuable for their later profession. They also emphasized that they now felt more competent in the area of Translation and Interpretation Skills and entrepreneurship.

scholarly journals Professional Feedback Loop: How Can Practising Teachers’ Reflection Inform English Language Teacher Education?

2016 ◽  
Vol 10 (2) ◽  
pp. 252-270
Author(s):  
Mona Evelyn Flognfeldt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Research ◽  
Feedback Loop ◽  
English Language ◽  
Qualitative Content Analysis ◽  
Initial Teacher Education ◽  
Pedagogical Issues ◽  
Language Teacher Education ◽  
Language Teacher

Denne artikkelen presenterer en studie av den type læring praktiserende engelsklærere i norsk grunnskole selv rapporterer etter et års videreutdanningsstudium i engelsk. Et pedagogisk utviklingsprosjekt på egen skole inngikk som en sentral del av studiet. Studien gir et innblikk i hvilke aspekter ved skolefaget engelsk som erfarne lærere definerer som hoved­utfordringer i undervisningen og utbyttet de har hatt av prosjektene sine. Artikkelen bygger på data fra den kritiske refleksjonen som lærerne gir uttrykk for mot slutten av prosjektene sine. På bakgrunn av kvalitativ innholdsanalyse av prosjektrapportene identifiseres vesentlige felles språkdidaktiske elementer i lærernes konseptualisering av sin egen rolle og egne prioriteringer overfor elevenes læring. Denne typen lærerforskning kan få viktige følger for opplæringen i studiefaget engelsk i lærerutdanningen. Relevante forestillinger blant praktiserende lærere kan kanaliseres tilbake til lærerutdanningen for på den måten å mediere studentenes profesjonsforberedelse og deres framtidige arbeid som engelsklærere. Sentrale språkdidaktiske tema blir trukket fram, som i sin tur kan fungere som analytiske begreper og verktøy for engelskstudentene i forberedelsen til de komplekse praktiske utfordringer i klasse­rommet. Kontakt med denne typen forskning på egen undervisning som erfarne lærere har gjennomført med fokus på det de opplever som engelskfaglige utfordringer, kan hjelpe lærerstudentene til å knytte sammen teori og praksis og bidra til å senke deres affektive filter når de starter som lærere. Denne artikkelen munner ut i en diskusjon om hvilke former denne tilbakemeldingen fra praksisfeltet kan ta.Nøkkelord: utdanning av engelsklærere, profesjonsutvikling, læreres forskning, læreres læring, språkdidaktikkAbstractThis article presents a study of the learning reported by practising teachers of English in Norwegian primary and lower secondary schools. The teacher reports were in connection with a year’s further-education course in English, which included a pedagogical development project at their own school. This study provides insights into what aspects of the subject the practising teachers defined as their main instructional challenges in the classroom and what their main learning outcomes were. The data for this article are critical reflections articulated by the teachers at the end of their projects. Based on qualitative content analysis, I identified salient language-pedagogical features and commonalities in the teachers’ conceptualisations of their role and priorities with respect to student learning. This kind of language teacher research can have important implications for the way English is taught in initial teacher education. Relevant teacher cognitions can be channelled back to student teachers to mediate their professional preparation in the teacher education programme and their future work as English teachers. The central language-pedagogical issues identified in their research can be used as analytical and reflective tools for student teachers in their preparation for the complex practicalities of the classroom. Exploring the research that practising teachers have conducted into challenges they identified can help students connect theory with practice as well as contribute to lowering the affective filter of novice teachers. This article ends with a discussion of possible forms that this professional feedback loop can take.Keywords: english language teacher education, professional development, teacher research and development, teacher learning, language pedagogy

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.

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