scholarly journals UNDERSTANDING THE BELIEFS AND EMOTIONS OF A LANGUAGE TEACHER EDUCATOR: A CASE STUDY / Compreendendo as crenças e emoções de uma professora formadora de línguas: um estudo de caso

2021 ◽  
pp. 47-71
Author(s):  
Pauliane Ferreira Gandhi de Godoy ◽  
Ana Maria Ferreira Barcelos
Keyword(s):  
Teacher Educator ◽  
Language Teacher

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

scholarly journals The Challenges Facing the Foreign Language Teacher Educator: A Proposed Teacher Education Model for EFL

1970 ◽  
Vol 16 (1-2) ◽  
pp. 1-12
Author(s):  
Carol Goldfus
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Procedural Knowledge ◽  
Mother Tongue ◽  
Teacher Educator ◽  
Language Education ◽  
Interdisciplinary Approach ◽  
Declarative Knowledge ◽  
Language Teacher ◽  
The One

As a result of the multi-cultural classroom in the 21st century, language teacher educators face new challenges; for example, young learners and those with language-based difficulties. In order to respond to these evolving needs, a new professional approach that combines theoretical knowledge with practical application is proposed. This approach targets what it is that teachers should know about literacy acquisition in at least two languages - a mother tongue and, in this case, English. The contribution of this proposed model to language education is to produce a teacher with declarative knowledge and research tools on the one hand, as well as the ability to cope with a heterogeneous classroom in a multicultural society on the other. This paper also intends to show how pre-service teacher education would benefit from an interdisciplinary approach with a combination of declarative knowledge and procedural knowledge with all teaching being ‘science-based practice’.DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6125 NELTA 2011; 16(1-2): 1-12

Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas

2019 ◽  
Vol 71 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Sarah Schneider Kavanagh ◽  
Mike Metz ◽  
Mary Hauser ◽  
Brad Fogo ◽  
Megan Westwood Taylor ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Qualitative Case Study ◽  
Teacher Educator ◽  
Development Program ◽  
Early Career ◽  
Future Research ◽  
Early Career Teachers ◽  
Responsive Instruction

As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students’ ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, we investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. We focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.

Symbols, Symbolism and Significance in Yann Martel’s Life of Pi: Specific Content Knowledge for Teacher Development

2016 ◽  
Vol 4 (9) ◽  
pp. 21
Author(s):  
Visvaganthie Moodley
Keyword(s):  
South Africa ◽  
Content Knowledge ◽  
Teacher Development ◽  
The Novel ◽  
Language Teacher ◽  
Literary Genres ◽  
Specific Content ◽  
Descriptive Case Study ◽  
Qualitative Descriptive

Symbols and symbolisms across literary genres are powerful rhetoric devices used to enhance not only writers’ style, but to convey richness in meaning that transcends narrative descriptions. However, as its interpretations are context-bound, it causes anxieties for the under-proficient language teacher who, firstmost, requires deep specific content knowledge to drive instruction and enhance cognition amongst learners. Using qualitative descriptive case study, this paper aims to provide specific content knowledge by examining the literary use of symbols, symbolisms and significance in Yann Martel’s ‘Life of Pi’, which has been prescribed as a set book for Grade 12 school-exiting learners in South Africa, for the year 2017 onwards. The paper will – by analysing arbitrary, cultural and personal symbolisms and significances, mostly through psychoanalytical lens – unravel covert meanings and messages in cultural, religious and environmental contexts whilst simultaneously showing how these are pivotal to understanding major themes in the novel.  

Culturalist to Interculturalist Orientations in Language Education: One Professional and Personal Journey from Student, to Teacher, to Teacher Educator

2020 ◽  
Vol 38 (2) ◽  
pp. 63-79
Author(s):  
Bryan Meadows
Keyword(s):  
Classroom Practices ◽  
Life Experiences ◽  
Language Teaching ◽  
Teacher Educator ◽  
Language Education ◽  
Language Teacher ◽  
Teacher Formation ◽  
Personal Journey ◽  
Culture Teaching ◽  
Professional Journey

The purpose of this paper is to chronicle the shift in how language educators are thinking about culture teaching between culturalist and interculturalist orientations. This transformation is intertwined with my own personal and professional journey from language student to language teacher and to teacher educator. I detail specific classroom practices consistent with the interculturalist orientation. In reading this journey, junior educators can reflect on how one’s ideology of teaching is closely linked with one’s personal and professional trajectory. That is, life experiences outside of language teaching intersect with our teacher formation to make us the teachers we are at present.

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