scholarly journals Teaching and Learning in the Language Teacher Education Course Room:

RELC Journal ◽  
2006 ◽  
Vol 37 (2) ◽  
pp. 149-175 ◽  
Author(s):  
Gurmit Singh ◽  
Jack C. Richards
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Language Teacher Education ◽  
Language Teacher

scholarly journals Teletandem and telepresence: Rethinking the cultural component in language teaching and language teacher education

2015 ◽  
Vol 31 (3) ◽  
pp. 781-800
Author(s):  
Ana Cristina Biondo SALOMÃO
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teaching ◽  
Learning Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Body Of Knowledge ◽  
Cultural Experiences ◽  
Cultural Component

ABSTRACT This articles discusses some of the results of a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of "Teletandem Brazil: foreign languages for all", UNESP. The results have implications for the fields of language teaching and learning mediated by new technologies and teacher education. They suggest that telepresence in teletandem provided a means for dialogically undergoing the complexities of cultural experiences. Grounded in real world interaction, these experiences can lead to the change of the knowledge base of language teacher education for intercultural communication and the teaching and learning of culture. Culture can, then, be dissociated from the idea of a homogeneous, fixed and transparent body of knowledge.

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

scholarly journals INSIDE AN ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM IN VIETNAM: STUDENTS’ MOTIVATIONS FOR TEACHING AND THEIR INTENTIONS TO TEACH

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Tran Thi Hong Duyen ◽  
Cao Thuy Hong
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
English Language ◽  
Expert Knowledge ◽  
Learning Experience ◽  
Influential Factors ◽  
Social Utility ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Senior Students

Recent years have witnessed a decrease in both the number and quality of students enrolling in English Language Teacher Education (ELTE) programs. Those ELTE graduates also tend to pursue careers other than teaching. Given the great demand for English language learning at the moment, such low motivation for teaching is undesirable. This study was thus conducted to investigate motivations for teaching of senior students at a language teacher education institution in Vietnam as well as the correlations between these motivating factors and their intentions to teach. Data was collected from 114 senior students using questionnaires, and analyzed using SPSS (version 20.0). Findings from the study suggested that (a) participants displayed a positive prospect of pursuing teaching career; (b) prior teaching and learning experience, making social contribution, and shaping future of children/adolescents were the most influential factors while fallback career, job transferability, and time for family were the least endorsed ones; (c) although teaching is perceived to be part of a respected profession that requires expert knowledge and emotional devotion, teachers are generally underpaid; (d) significant relations were observed between intrinsic career value, satisfaction with choice, social utility values, perceived ability, and prior teaching and learning experience and intentions to teach.

Examining International Telecollaboration in Language Teacher Education

2018 ◽  
pp. 322-345 ◽  
Author(s):  
Geoff Lawrence ◽  
Elana Spector-Cohen
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Master's Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Learners

This chapter presents findings of case study action research examining the impact of technology-mediated collaboration between teacher-learners in two graduate-level Applied Linguistics Master's programs in Canada and Israel. To date, little research has been conducted on international telecollaborative exchanges in language teacher education programs. This chapter will discuss teacher-learners' perceived benefits and challenges of this international telecollaborative exchange, its impact on beliefs towards the use of technology-mediated tools, and the relevance of these types of collaborations in language teacher education. The authors will highlight individual teacher-learner voices in this study that illustrate how teacher assumptions about authority, experience, and teacher identity evolve on individual pathways and are situated in complex, historically embedded paradigms of teaching and learning experience. The chapter will conclude with insights gained regarding strategies for implementing effective international telecollaborative exchanges in language teacher education programs.

scholarly journals Challenges of Using a Blended Learning Approach: A Flipped Classroom in an English Teacher Education Program in Mexico

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Edgar Emmanuell Garcia-Ponce ◽  
Irasema Mora-Pablo
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Education Program ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Learning Approaches ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Or Practice

Objectives: The objective of the study was to understand the views, experiences, and challenges that preservice English teachers perceived in a flipped classroom, which was implemented in a language teacher education program following our institution’s desire to promote blended learning. Method: Two focus groups were conducted with the students (19). We analyzed the data using thematic analysis. Results: The results show that the students perceived flipped practices as innovative and beneficial for their learning. However, their responses also reveal that the autonomy required from them and taking more responsibility for their own learning were particularly challenging because of their lack of familiarity with the approach and their past learning experiences rooted in traditional teaching and learning. Implication for Theory and/or Practice: Our argument is that prior to implementing blended learning approaches, language teacher education and higher education should examine students’ readiness for such approaches and provide them with support for carrying out those practices.

scholarly journals The pedagogy of languages for specific purposes: Developing key professional competences through a massive open online course for language teachers

2021 ◽  
Vol 34 (4) ◽  
pp. 13-35
Author(s):  
Cédric Sarré ◽  
Poppy Skarli ◽  
Anna Turula
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Creative Solutions ◽  
Group Interviews

Although MOOCs dedicated to the teaching and learning of languages - Language MOOCs known as LMOOCs in the published literature - have gained popularity since 2008, this is not the case for language teacher education courses which are still rarely delivered in the form of MOOCs. Unsurprisingly, very little is therefore known about the effectiveness of such courses for Continuing Professional Development (CPD) and initial language teacher education. To fill this gap, a study was carried out based on a MOOC addressing the needs of current and prospective teachers of languages for specific purposes, which was designed by the consortium of the Erasmus+-funded CATAPULT project in 2019, and which has been run three times since its launch. The present study aims to probe the reactions of participants on the MOOC in terms of its usefulness and how it matched their reasons for joining. It is based on post-course surveys administered to course participants (n=50) as well as on feedback provided by instructors and on focus-group interviews with Teaching Assistants (n=4), whose role was to support instructors in providing feedback and comments in the third iteration of the course. Data analysis shows that if course participants' overall satisfaction has grown steadily between season 1 and season 3 of the course, it is partly because their initial objectives have been revised along the way. We also show that, from a MOOC designer's perspective, a combination of the xMOOC and cMOOC models seems to be relevant for any language teacher education MOOC and that creative solutions exist to address the issue of sufficient instructor presence in such online courses, however open and massive they may be.

Classroom Interaction in Language Teacher Education

2021 ◽  
pp. 178-201
Author(s):  
M. Dolores Ramírez-Verdugo ◽  
Leyre López Castellano
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Language Skills ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Important Means ◽  
Pedagogical Models ◽  
Pedagogical Goals

Guiding classroom interaction with appropriate pedagogical goals could be one of the most important means of creating learning opportunities for students. If interactional practices respond to the goal of teaching the L2, they can be used as pedagogical models to be applied in language teacher education. Making teachers aware of the skills, competences, and dynamics developed in classroom interaction can help them to improve teaching and learning. Within this framework, this chapter explores EFL classroom interaction and analyses students' reactions to different types of questions and feedback by the teacher. Participants belong to two groups of students in their last year at high school (N=63). Eight EFL lessons were analysed focusing on the language skills used. The results concerning questions show that students replied more to display questions and to questions for reason, for opinion, and metacognitive questions. The findings concerning feedback show that students reacted more to recast. The chapter concludes with an overview on likely applications to language teacher education.

scholarly journals Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning

2020 ◽  
Vol 6 (3) ◽  
pp. 36-51
Author(s):  
Ana Cecilia Villarreal Ballesteros ◽  
Irlanda Olave Moreno ◽  
Lizette Drusila Flores Delgado
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Limited Impact ◽  
Quality Instruction ◽  
Teachers Beliefs

One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction.  However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to foster integration of current ideas about teaching and learning in their students and to recognize their role in improving language education.

scholarly journals Tecnologias de Informação e Comunicação e formação docente em Letras: uma análise qualitativa da legislação brasileira e portuguesa

2015 ◽  
Vol 8 (2) ◽  
pp. 79-93
Author(s):  
Fabiana Diniz Kurtz
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Educational Technologies ◽  
Legal Obligation ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Theoretical Support ◽  
Brazilian Legislation ◽  
Education In Brazil

RESUMO: Estudos (ALMEIDA, 2008; COSTA, 2007; JONASSEN, 2000; KURTZ, 2015) têm colocado o papel das tecnologias educacionais lado a lado a questões históricas e legais na área, questionando a ênfase atribuída ao aparelhamento das instituições educacionais e o uso instrumental das tecnologias, que fazem com que estudantes sejam orientados a aprender unicamente “sobre” e não “com” esses recursos, sem maiores preocupações pedagógicas e sociais. Tendo a abordagem histórico-cultural vigotskiana como eixo teórico (VIGOTSKI, 2007; 2008), o objetivo desta pesquisa é verificar de que forma as tecnologias são concebidas em documentos oficiais que pautam a educação e a formação docente em Letras no Brasil e em Portugal. Para tanto, foi realizada uma pesquisa de cunho qualitativo com base na análise textual discursiva (MORAES & GALIAZZI, 2011), da legislação educacional brasileira e portuguesa, em um processo de unitarização e categorização dos textos. Os resultados sugerem indícios de contato e distanciamento entre as legislações, com desdobramentos bastante peculiares nos dois países, evidenciando que esses documentos devam ser profundamente conhecidos e discutidos pelos docentes de modo que as tecnologias sejam parte da formação de professores de línguas, não unicamente pelo fato de ser uma obrigação legal e sim pela necessidade pedagógica e emancipatória do sujeito, coerentemente com a concepção de ensino e aprendizagem adotada.PALAVRAS-CHAVE: TIC; formação de professores; legislação brasileira; legislação portuguesa. ABSTRACT: Studies (ALMEIDA, 2008; COSTA, 2007; JONASSEN, 2000; KURTZ, 2015) have placed the role of educational technologies side by side to historical and legal issues in the field, questioning the emphasis given to the equipping of schools and instrumental use of technologies that lead students to learn only "about" but not "with" these technologies without greater pedagogical and social concerns. Having Vygotskian social-historical approach as theoretical support (VIGOTSKI, 2007; 2008), the main objective of this research is to verify how technologies are designed in official documents that guide education and language teacher education in Brazil and Portugal. For this purpose, a qualitative research based on discourse textual analysis (MORAES & GALIAZZI, 2011) was carried out in a process of textual unitarization and categorization. Results suggest contact and distance elements between the laws, with quite peculiar developments in both countries, showing that these documents should be deeply known and discussed by teachers so that technologies are part of language teacher education not only because it is a legal obligation, but also an educational and emancipatory need, consistent with teaching and learning conception adopted.KEYWORDS: ICT; teacher education; Brazilian legislation; Portuguese legislation.

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