Review of Zein & Garton (2019): Early Language Education and Teacher Education: International Research and Practice

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Sharon Harvey
Keyword(s):  
Teacher Education ◽  
International Research ◽  
Language Education ◽  
Early Language ◽  
Research And Practice

Review of doctoral research in language education in Germany (2009–2013)

2016 ◽  
Vol 49 (2) ◽  
pp. 213-234 ◽  
Author(s):  
Sabine Doff ◽  
Frank G. Königs ◽  
Nicole Marx ◽  
Birgit Schädlich
Keyword(s):  
Teacher Education ◽  
International Research ◽  
Language Education ◽  
Language Teacher Education ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Language Classroom ◽  
Doctoral Dissertations ◽  
Purposive Sample ◽  
Selection Of

This paper reviews a purposive sample of 23 doctoral dissertations in second language (L2) education, completed between 2009 and 2013 and published in Germany. From amongst all (approx. 70) relevant dissertations from this period, the following three broad thematic strands can be identified, for which a selection of exemplary dissertations was chosen to review: (1) Content and Language Integrated Learning (CLIL); (2) learning and teaching about culture in the language classroom; and (3) language teacher education. Categorization of themes was guided by a bottom-up approach, clustering thematically (rather than methodologically) similar works. We identify relevant topics and link these with trends in research methodology (qualitative/quantitative/mixed-methods). We also discuss the depth and breadth of these dissertations and situate their scholarly contributions within German and international research on language education.

scholarly journals Evolution of Deposit Guarantee System in Ukraine Towards Global Standards: Macroprudential Aspect

2017 ◽  
pp. 30-45 ◽  
Author(s):  
Andryi Danylenko
Keyword(s):  
International Research ◽  
Financial Stability ◽  
Research And Practice ◽  
Crisis Situation ◽  
Guarantee System ◽  
Global Standards ◽  
Deposit Guarantee Schemes

The article proposes some changes to deposit guarantee system in Ukraine, which can boost its contribution to national financial stability. The proposals are underpinned by analysis of evolution of international research and practice on building efficient deposit guarantee schemes in Europe and globally. They also take into account the current post-crisis situation and challenges for the deposit guarantee system in Ukraine.

scholarly journals Journeys in Language Education

2019 ◽  
Vol 16 (2) ◽  
pp. 9-11
Author(s):  
Mateja Dagarin Fojkar
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Language Education ◽  
Language Policies ◽  
Primary And Secondary Education

This issue of ELOPE is dedicated to language education, which is gaining significance in today’s world as many countries are reshaping their language policies by either introducing languages earlier in the curriculum or implementing additional languages into primary and secondary education. In this context many issues need to be reconsidered, among which teaching and teacher education are the most crucial ones.

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

scholarly journals Preface. The XIV International Research and Practice Conference “Ukrainian School of Mining Engineering” (USME 2020)

2020 ◽  
Vol 201 ◽  
pp. 00001
Author(s):  
Gennadiy Pivnyak ◽  
Volodymyr Bondarenko ◽  
Iryna Kovalevska ◽  
Roman Lysenko ◽  
Olha Malova
Keyword(s):  
International Research ◽  
Mining Industry ◽  
Mining Engineering ◽  
Research And Practice ◽  
Wide Range ◽  
New Ideas ◽  
Science And Education ◽  
Labor Safety ◽  
Important Means ◽  
New Generation

The XIV International Research and Practice Conference “Ukrainian School of Mining Engineering” once again has made an important contribution to the mining industry, science and education. In the course of the conference, a wide range of problems was discussed: theoretical aspects of mining; domestic and foreign experience; personnel training in modern realities; problems of mineral deposits development; fundamental concepts of labor safety, etc. Fruitful dialogue and exchange of experience among conference participants contribute to the generation of new ideas, discoveries, technologies that will find their application in the nearest future. The formation of a new generation of scientists and engineers is taking place today, and therefore this representative conference is an important means of creating a new intellectual environment. The conference promotes the establishment of effective contacts between representatives of different scientific schools and directions, and the acquisition of invaluable experience and practice by researchers.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

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