scholarly journals Student Teachers' Achievements in English Language Learning: An Assessment of a Distance Teacher Education Program in Pakistan

2020 ◽  
Vol 8 (12) ◽  
pp. 6770-6777
Author(s):  
Sarfraz Aslam ◽  
Atif Saleem ◽  
Huma Akram ◽  
Ali Usman Hali
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
English Language Learning

scholarly journals A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Ebru Melek Koç
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
English Language ◽  
Field Experience ◽  
Cooperating Teachers ◽  
Teacher Education Program ◽  
Computer Assisted ◽  
Language Teacher Education ◽  
Language Teacher

<p class="2">The aim of the present study was to explore what types of difficulties student teachers enrolled in a Bachelor of Arts (B.A.) in English Language Teacher Education program offered in a blended format and their cooperating teachers encountered during the student teacher practicum. The participants were 21 fourth grade student teachers and 12 cooperating teachers. Semi-structured interview questions were used to collect data. The interviews were tape-recorded and then transcribed to be analyzed. According to the findings, the problems student teachers faced were grouped into four areas: assessment systems, computer–assisted communication, challenges with mentors, and psychological issues. Cooperating teachers’ problems were categorized as problems associated with the program and problems associated with the student teachers. The results of this study contribute to an increased understanding of the problems that student teachers and their cooperating teachers face during field experience at an English language teacher education program offered in a distance format. This study provides suggestions for establishing more effective mentorship during the field experience.</p>

scholarly journals ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Nafiye Cigdem Aktekin ◽  
Hatice Celebi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Identity Construction ◽  
Subject Matter ◽  
Teacher Identity ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
Teacher Roles

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

scholarly journals Assessment of English Learning in a Language Teacher Education Program

2019 ◽  
pp. 193-214
Author(s):  
Leonardo Herrera Mosquera ◽  
Lilian Cecilia Zambrano Castillo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Assessment Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Course Syllabi ◽  
Teachers And Students ◽  
Qualitative Descriptive

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

scholarly journals The Role of Situational Context and Linguistic Context when Testing EFL Vocabulary Knowledgde in a Language Teacher Education Program: A Preliminary Approach

2013 ◽  
Vol 15 (1) ◽  
pp. 85 ◽  
Author(s):  
Claudia Patricia Franco ◽  
Hector Alejandro Galvis
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Vocabulary Knowledge ◽  
Linguistic Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Situational Context ◽  
Basic Vocabulary

This research aims to provide a preliminary approach on to what extent linguistic and situational contexts are conducive to successfulvocabulary recognition in discrete-item testing in the context of a language teacher education program in Bogotá. This study resorted to the useof four different types of vocabulary tests administered during a one-semester period to two different classes. The data collected revealed thatstudents had more success in a test of productive vocabulary (L2 to L1 translation) than in other types of tests, namely, productive vocabulary(L2 to L1 translation/multiple choice), L2 to L1 translation provided with linguistic context and cued situational context. The findings of thisresearch suggest that the participating pre-service teachers had not reached the basic vocabulary knowledge of the English Language at thetime of this study. It was also found that vocabulary items devoid of contextual cues are more accurately identified than those embedded withina linguistic context and a cued situational context.

scholarly journals Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

2017 ◽  
Author(s):  
Urip Sulistiyo ◽  
Amirul Mukminin ◽  
Kemas Abdurrahman ◽  
Eddy Haryanto
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Teacher ◽  
Teaching Practicum ◽  
Beginner Teachers

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

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