The challenges of dynamic teacher training for a short English for academic purposes course when using multimodal digital platforms: a case study

Despite the benefits of multimodal technology in the language classroom and common practice to introduce digital tools in language teaching, research has shown that many language teachers do not feel confident to engage with and create online multimodal learning resources and environments. This exploratory study examines data from five experienced English for Academic Purposes (EAP) teachers and discusses the dynamic challenges faced when training them to engage with multimodal teaching, learning, and assessment methods, such as digital learning, confidence and community building, and supporting them in creating multimodal learning resources. It also discusses the Dynamic Teacher Training model developed as a result of this experience to support teachers in developing the skills they needed to fully engage with the different digital teaching tools and teacher feedback on this.

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Teachers' education and "non linearity": simplex perspectives

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess2-2018oa7100 ◽

2019 ◽

Author(s):

Iolanda Zollo ◽

Diana Carmela Di Gennaro ◽

Laura Girelli ◽

Maurizio Sibilio

Keyword(s):

Teacher Training ◽

Learning Process ◽

Scientific Community ◽

Training Model ◽

Research Experience ◽

Training Courses ◽

Teaching Learning ◽

The University ◽

Educational Field ◽

Theoretical Reflection

Starting from 2011, year of the publication in Italy of Alain Berthoz's book on simplexity, an articulated theoretical reflection involved part of the Italian scientific community stimulating an inter-transdisciplinary debate that has generated "non-linear" trajectories of research within the educational field. In particular, the transposition of the theory of simplexity in the teaching-learning process, by postulating an idea of teaching based on a metacognitive approach, has led to the hypothesis of a teacher training model able to promote the exercise of "non-linearity" within the didactic field through the use of simplex properties and principles. In the wake of these reflections, the work presented below describes the results of a study aimed at assessing the reliability of an instrument for measuring the construct of simplexity within the didactic field starting from a specific research experience carried out during training courses for support teachers which were held at the University of Bergamo in 2017

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Producing Digital Learning Resources (DLR) for Teacher Training

Designs for Learning ◽

10.16993/dfl.153 ◽

2020 ◽

Vol 12 (1) ◽

pp. 71-80

Author(s):

Anders Grov Nilsen ◽

Aslaug Grov Almås ◽

Helene Gram

Keyword(s):

Teacher Training ◽

Learning Resources ◽

Digital Learning ◽

Digital Learning Resources

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Rethinking Teacher Education via Collaborative Learning

International Journal of Teacher Education and Professional Development ◽

10.4018/ijtepd.2021070103 ◽

2021 ◽

Vol 4 (2) ◽

pp. 34-49

Author(s):

Marianthi Karatsiori ◽

Trisevgeni Liontou ◽

Makrina Zafiri

Keyword(s):

Professional Development ◽

Teacher Education ◽

Flipped Classroom ◽

English Language ◽

Language Teachers ◽

Digital Learning ◽

Digital Platforms ◽

Models Of Teaching ◽

English Language Teachers ◽

Development Methods

This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.

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Role of ICT in Work-Life Balance: A Integrated Perspective of the Higher Education Sector

International Journal for Research in Engineering Application & Management ◽

10.35291/2454-9150.2020.0020 ◽

2020 ◽

pp. 107-110

Keyword(s):

Learning Resources ◽

Digital Learning ◽

Learning Tools ◽

Learning Space ◽

Teaching Innovation ◽

E Learning ◽

Ict Infrastructure ◽

Teaching Learning ◽

Digital Learning Resources

With an abundance of mobile phones in hand, strong internet connectivity with every classroom connected, India has achieved significant progress in the construction of ICT Infrastructure, application of digital resources, teaching innovation as well as talent team construction. With such a flexible learning space, increased practical dependency on ICT, students are relying more on the same to improve learning outcomes and similar related competencies. Such digital learning resources, e-learning tools have provided great assistance to teaching-learning resources.

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COLLABORATIVE AND PROBLEM-BASED LEARNING IN PROMOTING INDONESIAN EFL LEARNERS’ LEARNING AUTONOMY

Polyglot Jurnal Ilmiah ◽

10.19166/pji.v17i2.3590 ◽

2021 ◽

Vol 17 (2) ◽

pp. 191

Author(s):

Kristian Florensio Wijaya

Keyword(s):

Learning Strategies ◽

Learning Strategy ◽

Problem Based Learning ◽

Learning Opportunities ◽

Language Teachers ◽

Learning Approaches ◽

Student Centered ◽

Student Centered Learning ◽

Language Classroom ◽

Teaching Learning

There is an indispensable need for language teachers to promote a more specific breakthrough in diverse wide-ranging Indonesian EFL classroom contexts. One of the efficient teaching-learning strategies worthwhile to achieve this holistic educational major objectivity is to promote student-centered learning approaches in which all learners are capable of constructing a vast array of knowledge jointly with their trusted learning companions. Responding to the resurgence of this learning strategy, both collaborative and problem-based learning enterprises can potentially breed more proficient, critical, creative, and autonomous L2 academicians. These positive matters may be due to the considerable number of precious learning opportunities imparted for learners to enrich each other’s existent understanding in the light of meaningful sharing as well as intimate cooperative networking. This study was conducted by using a library approach to reveal the renewable findings out of the observed phenomenon. Thus, 30 collaborative along with problem-based learning studies conducted in Indonesian EFL learning contexts were overviewed in this study. Generally speaking, two specific major themes strongly suggested Indonesian EFL teachers incorporating collaborative and problem-based learning approaches in their multiverse second language classroom settings to promote more fruitful learning outcomes that suit learners’ real-time life experiences.BAHASA INDONESIA ABSTRACT: Ada sebuah kebutuhan yang sangat krusial bagi para guru Bahasa untuk membawa sebuah terobosan yang spesifik di dalam keanekaragaman pembelajaran Bahasa Inggris konteks negara Indonesia. Salah satu dari strategi pembelajaran yang efektif untuk mewujudkan nilai holistik pendidikan ini adalah menerapkan metode pembelajaran berbasis student-centered dimana semua pelajar dapat memperkaya diri mereka dengan berbagai macam pengetahuan bersama-sama dengan rekan-rekan pembelajaran yang dipercaya. Berkenaan dengan kebangkitan dari strategi pembelajaran ini, pembelajaran berbasis kolaboratif serta pemecahan masalah berpeluang menghasilkan cendekiawan Bahasa kedua yang lebih cakap, kritis, kreatif, dan mandiri. Hal-hal positif dari pembelajaran ini barangkali disebabkan oleh banyaknya ketersediaan dari kesempatan belajar yang berharga ditujukan kepada para pelajar untuk memperkaya pemahaman mendasar mereka satu sama lainnya melalui sharing yang bermanfaat dan kerjasama kooperatif yang intim. Penelitian kualitatif ini menerapkan metode studi pustaka dengan meninjau hasil-hasil yang berarti dari 30 penelitian pembelajaran berbasis kolaboratif dan pemecahan masalah. Secara umum, 2 tema utama yang spesifik dengan kuat menganjurkan para guru Bahasa Inggris untuk menerapkan pembelajaran berbasis kolaboratif dan pemecahan masalah didalam konteks pembelajaran Bahasa Inggris yang beraneka ragam untuk mempromosikan pembelajaran yang lebih bermanfaat sesuai dengan konteks kehidupan sehari-hari para pelajar.

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SOME ASPECTS OF SUSTAINABILITY AND SYNERGY IN THE EMERGING TEACHER TRAINING

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2014vol1.763 ◽

2015 ◽

Vol 1 ◽

pp. 225

Author(s):

Inta Ratniece

Keyword(s):

Teacher Training ◽

Foreign Language ◽

Professional Competence ◽

Language Teachers ◽

Global Learning ◽

Teaching English ◽

Foreign Language Teachers ◽

Valid Knowledge ◽

Training Institutions ◽

Teaching Learning

The emerging English as a foreign language teachers develop their professional competence better if they participate in global informal studies by collaboration involving global synergy issues, which develop higher their professional competence. Analysis of theoretical sources and empirical research. Results of global informal studies organized by 12 higher education teacher training institutions analyzed. Global learning shared in master classes, lectures, case studies in Austrian schools, text books for learning English compared. Lessons conducted by international teams on global learning analyzed. Results disclosing the reactions of the participants included. Valid knowledge on teaching English and sustainability gained. Synergy brings valuable knowledge needed for professional competence development on teaching/learning.

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E-Learning Resources In Language Teacher Training

10.15405/epsbs.2019.09.02.82 ◽

2019 ◽

Author(s):

Marina Scherbakova

Keyword(s):

Teacher Training ◽

Learning Resources ◽

Language Teacher ◽

E Learning

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LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING

Journal of English Education ◽

10.31327/jee.v3i1.417 ◽

2018 ◽

Vol 3 (1) ◽

pp. 1-8

Author(s):

Desy Damayanti ◽

Adin Fauzi ◽

Azizatul Mahfida Inayati

Keyword(s):

Language Teaching ◽

Language Teachers ◽

Learning Materials ◽

Authentic Materials ◽

Authentic Texts ◽

Radio Broadcasting ◽

Language Classroom ◽

Level Of Understanding

Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.

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