Creative Enactments of Language Teacher Education Policy

2015 ◽  
Author(s):  
Lubna Alsagoff
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy

scholarly journals Initial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLE

2015 ◽  
Vol 9 (2) ◽  
pp. 25-49
Author(s):  
Marianthi Karatsiori
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Teachers ◽  
National Level ◽  
Curriculum Evaluation ◽  
Initial Teacher Education ◽  
French Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy

This paper presents initial language teacher education policy adopted in Greece and describes a study which examines student teachers’ of FLE (Français Langue Étrangère) perception of their initial teacher education and its contribution to their future professional life. The sample comprised 67 student teachers in their fourth year of studies for a bachelor degree in the department of French language and literature in the Aristotle University of Thessaloniki in Greece. Data were collected through questionnaires which included both a structured and an open-ended part. The questionnaire’s content was based on the European Profile for Language Teacher Education — a Frame of Reference (Kelly et al 2004), which identifies 40 items as important elements in foreign language teacher education. Prominent among the findings is student teachers’ perception that the current academic curriculum should place more emphasis on teaching practice, on ways of reinforcing communication with other universities and research institutes, and on using the European Language portfolio and the European Portfolio for student teachers of languages (Newby et al. 2007). The paper concludes by proposing ways of improving the existing French language teacher education degree program and actions at national level for restructuring language teacher education policy in Greece.

scholarly journals Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education

2021 ◽  
Author(s):  
Ismail Hakki Mirici ◽  
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Foreign Language ◽  
Qualitative Data ◽  
Language Education ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy ◽  
Efl Teacher ◽  
Efl Teacher Education

The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative data. The participants of the study were selected via total count sampling model and covered all of the PhD students (N = 9) taking the course entitled “Foreign Language Teacher Education Policy in Europe” with the code: IDO710 within the ELT program of the Hacettepe University Graduate School of Educational Sciences in the Fall Semester of 2020–2021 academic year. The data were collected via students’ self-reflection reports after the course had been completed and were analysed using content analysis as one of the qualitative data analysis methods. The results showed that at the end of the course the participant students’ awareness was highly increased about the European foreign language teacher education policy and related documents; they decided to make use of these documents in their own contexts; they had a deeper understanding of the English as a Foreign Language (EFL) teacher education; and they became determined to carry out further research on the effectiveness of the European documents on EFL teacher education in Turkey.

Analyzing CMS affordances through the RAT framework for online language teacher education: A case study

2012 ◽  
Author(s):  
Esther Smidt ◽  
James Schumann ◽  
Karen Clement ◽  
Jesse Greenleaf ◽  
Mandy Nelson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Language Teacher Education ◽  
Language Teacher

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

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