scholarly journals Struggling for Change in Chilean EFL Teacher Education

2011 ◽  
Vol 12 (2) ◽  
pp. 110 ◽  
Author(s):  
Mary Jane Abrahams ◽  
Miguel Farias
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Teaching Practice ◽  
Language Education ◽  
Curriculum Innovation ◽  
Traditional Curriculum ◽  
School Communities ◽  
Efl Teacher ◽  
Efl Teacher Education

We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students’ low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educational crisis without any easy solution. In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education. The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing. This innovative curriculum also includes on-going education, inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education.

scholarly journals Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

2018 ◽  
Vol 4 (1) ◽  
pp. 45 ◽  
Author(s):  
Ana Rachel Mendes ◽  
Kyria Rebeca Finardi
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Language Education ◽  
Information And Communications Technology ◽  
Efl Teacher ◽  
Efl Teacher Education ◽  
The Impact ◽  
Education In Brazil

Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

scholarly journals Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education

2021 ◽  
Author(s):  
Ismail Hakki Mirici ◽  
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Foreign Language ◽  
Qualitative Data ◽  
Language Education ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy ◽  
Efl Teacher ◽  
Efl Teacher Education

The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative data. The participants of the study were selected via total count sampling model and covered all of the PhD students (N = 9) taking the course entitled “Foreign Language Teacher Education Policy in Europe” with the code: IDO710 within the ELT program of the Hacettepe University Graduate School of Educational Sciences in the Fall Semester of 2020–2021 academic year. The data were collected via students’ self-reflection reports after the course had been completed and were analysed using content analysis as one of the qualitative data analysis methods. The results showed that at the end of the course the participant students’ awareness was highly increased about the European foreign language teacher education policy and related documents; they decided to make use of these documents in their own contexts; they had a deeper understanding of the English as a Foreign Language (EFL) teacher education; and they became determined to carry out further research on the effectiveness of the European documents on EFL teacher education in Turkey.

scholarly journals English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)

2022 ◽  
Author(s):  
Mustapha Chmarkh
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Second Language ◽  
Foreign Language ◽  
Preservice Teacher ◽  
Language Learners ◽  
Teaching Practice ◽  
Field Placements ◽  
Efl Teacher ◽  
Education Coursework

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.

scholarly journals Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

2021 ◽  
Vol 7 (2) ◽  
pp. 140-154
Author(s):  
Fatemeh Karimi ◽  
Ebrahim Fakhri Alamdari ◽  
Mehrshad Ahmadian
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teacher ◽  
Informal Observation ◽  
Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice,  the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

scholarly journals EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

2015 ◽  
Vol 21 (1) ◽  
pp. 78
Author(s):  
Nur Hayati
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Efl Teacher ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Teacher Education

Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and socialawareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs) when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussionby looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.

scholarly journals English Language Teacher Education from the Lens of Critical Pedagogy

2020 ◽  
Vol 7 (3) ◽  
pp. 168
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Transformative Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Cognitive Approach ◽  
Language Teacher Education ◽  
Language Teacher

In English (as a foreign) language teacher education, there have been numerous theories which have been applied, adapted, and reconstructed based on the needs and conditions of the learners and teachers from very early times so far, that is, from the appearance of Behaviourism in foreign language education in the 1940s to the present time. There have always been many transitions and shifts among and within these theories explaining the practices in English (as foreign language) classes. This paper examines how these theories and transitions can be considered from the lens of Critical Pedagogy and it interrogates whether the recognition of the Critical Pedagogy may help foreign language teacher education turn to be transformative and whether it may contribute to the development of the conditions for a better world within and outside the school with the help of teachers trained to be critical. The theoretical framework of this chapter is built on the socio-cultural view, socio-cognitive view, transformative view and Critical Pedagogy in foreign language education. However, earlier theories such as the Behaviouristic Approach, the Cognitive Approach, and the Communicative Approach are visited as background knowledge. Given that the socio-cultural approach portrays human learning as a social process and the origination of human intelligence in society or culture referring to the fact that social interaction plays a basic role in the development of cognition, the socio-cognitive view deals with how language is learned and should be treated; and transformative learning gives way to actual behaviour that learners should establish to contribute to and participate in the community where they live in; these theories in the framework shed light on developing understandings of the recognition of Critical Pedagogy in the foreign language teacher education. Regarding this overview, it is seen that socio-cultural and socio-cognitive transformation could be led by critical pedagogy, in schools initially, then in the whole society, addressing radical concerns and the abuses of power in intercultural contexts in the acquisition of foreign languages and in their circulation by the help of critically trained foreign language teachers.

scholarly journals English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)

2021 ◽  
Vol 12 (4) ◽  
pp. 487-502
Author(s):  
Mustapha Chmarkh
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Second Language ◽  
Foreign Language ◽  
Preservice Teacher ◽  
Language Learners ◽  
Teaching Practice ◽  
Field Placements ◽  
Efl Teacher ◽  
Education Coursework

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.

scholarly journals EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education

2015 ◽  
Vol 16 (1) ◽  
pp. 79
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
English Teachers ◽  
West Java ◽  
English Curriculum ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Descriptive Method

This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

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