scholarly journals The Knowledge-Base of Pre-Service and in-Service Iranian EFL Teachers in Teacher Education Programs

2018 ◽  
Vol 11 (4) ◽  
pp. 445-466
Author(s):  
Rahman Sahragard ◽  
◽  
Leila Saberi ◽  
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teachers

scholarly journals Beyond Practicum: Interplay between Prospective EFL Teachers’ Conceptualizations of Field Experience and Teaching Career

2019 ◽  
Vol 10 (1) ◽  
pp. 154
Author(s):  
Merve Selçuk ◽  
Ece Genç Yöntem
Keyword(s):  
Teacher Education ◽  
Teaching Profession ◽  
Theory And Practice ◽  
School Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teachers ◽  
Practice Teaching ◽  
Faculties Of Education ◽  
The Impact

Becoming a teacher of English language requires both knowledge of theory and practice. Teacher candidates at the faculties of education in BA programs in Turkey practice teaching through observing real classrooms and doing micro-teachings in real schools during their four-year teacher training. This study was conducted at a foundation university in Turkey, in which senior pre-service teachers, before they enter the teaching profession and become novice teachers, go and experience teaching to fulfill the requirements of the practicum (school experience course) in their last semester. This course requires them to observe three different levels of classroom in real schools, write reflective papers, prepare lesson plans and practice teaching. The transition from pre-service to novice teacher can be facilitated via successful practicum programs offered by the faculties of education in Turkey. The impact of practicum tends to result in either entry into teaching or teacher retention. The purpose of this qualitative study is to explore the effects of this program on students’ decisions on entry into the profession. The data were collected in two stages: Before and after the practicum. At the beginning of the last semester, before they go practicum, five pre-service EFL teachers were asked the reasons for choosing teacher education programs, and their concerns related to practicum and the profession through an in-depth semi-controlled interview. Those pre-service teachers were also interviewed on the same topics at the end of the semester, after practicum. Results indicated that practicum or school experience has contributed positively to their perceptions regarding their entry into teaching because almost all of them wanted to enter teaching at the end of the program, and they are in-service teachers now. These findings suggest that teacher education courses should aim to develop students’ practical knowledge, and the relationship among the mentor teacher, the supervisor, and the student teacher should be valued and supported more in teacher education programs.

scholarly journals Developing Culturally Responsive Teachers: Current Issues and a Proposal for Change in Teacher Education Programs

2017 ◽  
Vol 7 (5) ◽  
pp. 66 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Knowledge Construction ◽  
Culturally Responsive ◽  
Teacher Education Programs ◽  
Education Students ◽  
Education Programs ◽  
Multicultural Context ◽  
Culturally Responsive Teachers ◽  
Teacher Education Students

This paper examined current issues of educating culturally responsive teachers in teacher education programs fromempirical researches. Focusing on constructing a culturally responsive knowledge base for teacher education students,this paper summarized obstacles for developing culturally responsive teachers, proposed multicultural approaches toestablish a culturally responsive knowledge base for teacher education students, as well as presented practicalimplications to enhance the knowledge construction for preparing teachers for diversity. Aiming at stimulatingreconsiderations of situating teacher education programs in multicultural context, this paper brought culturallyresponsive perspectives to empower pre-service and in-service teachers’ teaching capacities to meet needs from theirstudents with diverse cultural and racial backgrounds.

What Do We Know About how Teachers Influence Student Performance on Standardized Tests: And Why Do We Know So Little about Other Student Outcomes?

2014 ◽  
Vol 116 (1) ◽  
pp. 1-41 ◽  
Author(s):  
Thomas L. Good
Keyword(s):  
Teacher Education ◽  
Student Achievement ◽  
Effective Teaching ◽  
Knowledge Base ◽  
Standardized Tests ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Proactive Management ◽  
Research On Teaching

Background/Context Since the 1970s, researchers have attempted to link observational measures of instructional process to student achievement (and occasionally to other outcomes of schooling). This paper reviews extensively both historical and contemporary research to identify what is known about effective teaching. Purpose/Objective Good, after reviewing what is known about effective teaching, attempts to apply this to current descriptions of effective teaching and its application value for practice. Good notes that much of the “new” research on effective teaching has simply replicated what has been known since the 1980s. Although this is not unimportant (since it shows that older findings still pertain to contemporary classrooms), it is unfortunate that research has not moved beyond the relationship between general teacher behavior (those that cut across subject areas) and student achievement (as measured by standardized tests). How this information can be applied and the difficulty in using this information is examined in the paper. Research Design The paper is a historical analysis and reviews research on teaching from the 1960s to today. Conclusion This paper has stressed that our data base on effective teaching is limited— still it has some implications for practice. Even though the knowledge base is limited, there is no clear knowledge that teachers-in-training learn and have the opportunity to practice and use. It would seem that teacher education programs would want to assure that their graduates, in addition to possessing appropriate knowledge, would also have clear conceptual understanding and skills related to active teaching, proactive management, communication of appropriate expectations for learning, and the ability to plan and enact instruction that balances procedural and conceptual knowledge. Future research on the use of this knowledge base and its effects in teacher education programs would be informative. If done correctly, research on teaching can improve instruction. However, the research must be applied carefully if it is to have useful effects. And, as noted often in this paper, research must consider outcomes of schooling other than achievement such as creativity, adaptability, and problem finding.

scholarly journals EFL Teachers’ Learning: Transitional Experiences from an Overseas Teacher Education Program to Japanese School Settings

2013 ◽  
Vol 35 (1) ◽  
pp. 51 ◽  
Author(s):  
Yuka Kurihara
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
School Administrators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Cultural Challenges ◽  
Cultural Boundaries ◽  
The Social ◽  
Teachers Experiences ◽  
Efl Teachers

Drawing on Vygotsky’s sociocultural theory of mind as a conceptual framework, I discuss the nature of L2 teachers’ learning to teach. In particular, I examine how EFL teachers who participated in overseas teacher education programs for professional development and returned to their native countries appropriated the pedagogical resources (hereinafter tools) presented in the programs into their own classroom instruction. EFL teachers’ experiences are complex because their learning involves not only transferring the tools but also negotiating cultural boundaries between the two key contexts. Three secondary school English teachers from Japan, four U.S. program instructors, and two school administrators in Japan participated in this qualitative case study. The cases illustrated that an individual teacher’s process of learning and the social world were intricately interwoven and influenced one another. The teachers also attempted to (re)construct new knowledge about ELT by negotiating cross-cultural challenges. Implications for L2 teacher education programs are discussed. 本研究はヴィゴツキーの社会文化理論を枠組みに、英語教員の学びの本質を探る。英語を外国語として教えているＥＦＬ教員の中でも、特に海外で教員研修プログラムを経験し現在自国で教える日本人教員が、研修で学んだツール（知識やスキル）を日本の現場でどのように自分のものとして使用しているかについて調査した。教員は異なる環境へのツールの移行や、互いの文化的側面を乗り越え折り合いをつけようとする、複雑な学びを経験する。この質的研究には、中等教育の日本人英語教員３名、米国の教員研修プログラム関係者４名、そして日本の学校管理職２名が参加した。結果、教員の学びとは、個々の学びの過程とその社会環境が密接に関係し互いに影響をもたらしながら起こっていることが明らかになった。また、教員は文化的差異から生じる問題を解決する際、新たな英語教授アプローチを見出そうしていることも分かった。最後に教員研修への応用を述べる。

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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