scholarly journals MIĘDZY TEORIĄ A PRAKTYKĄ – PRZEJAWY TEORII OSOBISTYCH W REFLEKSJI PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PODCZAS PRAKTYK PEDAGOGICZNYCH

Neofilolog ◽  
2019 ◽  
pp. 303-317
Author(s):  
Krystyna Szymankiewicz
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Discussion Forum ◽  
Theory And Practice ◽  
Interpretive Analysis ◽  
Teacher Trainees ◽  
Theories Of Practice ◽  
Internet Discussion ◽  
Practice Teacher

Teacher personal theories bridge a gap between theory and practice. Teacher training offers an opportunity for the trainee to become aware of their personal theories of practice and for these to be shaped . This article focuses on the role of reflection in the development of teacher personal theories of practice while training teachers of French as a foreign language. An interpretive analysis of messages posted on an Internet discussion forum for teacher trainees reveals how reflective students modify their personal theories on teaching by articulating theory and practice. 

Israeli teacher trainees’ perceptions of the term moral resilience

2015 ◽  
Vol 9 (3) ◽  
pp. 193-206 ◽  
Author(s):  
Lea Baratz
Keyword(s):  
Teacher Training ◽  
Educational Process ◽  
Content Type ◽  
Internal Resources ◽  
Supportive Environment ◽  
Teacher Trainees ◽  
Teacher Training College ◽  
Study Questionnaire ◽  
Moral Resilience

Purpose – The aim of this study is to present an approach for creating an educational process that can affect teacher trainees’ moral resilience, while investigating the manner in which they – as teachers – perceive the concept of moral resilience. Design/methodology/approach – A study questionnaire, designed especially for the current study, was distributed online among trainees in a teacher-training college in Israel and was completed by 123 participants. Findings – Two major themes emerged in trainees’ conceptualizations of the notion of moral resilience: the role of the organisation in which the teaching takes place, and mechanisms that contribute to the development of moral fibre, which creates resilience. Research limitations/implications – The following points should be addressed early on in the teacher-training process: The teaching and acquisition of tools that are fundamental to the development of moral resilience, through cognitive and experiential processes, not only through theoretical study. The construction of a supportive environment will enable students to use their internal resources for coping with events that require mental resilience and which thus serve to develop moral resilience. Originality/value – This paper helps to establish a discourse and develop terminology to implement this subject.

Evaluation of an EFL Teacher Training Program in Japan

2018 ◽  
Vol 12 (1) ◽  
pp. 25-45
Author(s):  
Mieko Yamada
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training Program ◽  
Teacher Training Program ◽  
Teacher Trainees ◽  
Efl Teacher ◽  
Efl Learning

This article presents a study undertaken to evaluate how effectively an English as a Foreign Language (EFL) training program helps Japanese EFL teacher trainees prepare for their future positions. Data were collected via both interviews and surveys. Interviews were first conducted with Japanese teacher trainees enrolled in the program to identify concerns related to their EFL learning and teacher training. Since the interviews revealed potential areas for a new direction in the EFL curricula, surveys were later conducted to focus on the teacher trainees’ perceptions of Japan’s diversity. This article discusses the findings from interviews and surveys, and offers recommendations for further improvement to the Japanese EFL program.

scholarly journals Portrait of a Contender: Ismael Arinas Pellón

2010 ◽  
Vol 5 (9) ◽  
Author(s):  
Ismael Arinas Pellón
Keyword(s):  
Foreign Language ◽  
Theory And Practice ◽  
Language Usage ◽  
Interesting Insight ◽  
Professional Perspective

“Language at Work – Bridging Theory and Practice” recently connected with Ismael Arinas Pellón, a foreign language lecturer at the Universidad Politécnica de Madrid, Spain. Ismael had interesting insight to share with “Language at Work” readers about the role of foreign language usage from a personal and professional perspective.

scholarly journals LINGUODIDACTIC APPROACHES TO TEACHING RUSSIAN WORD-FORMATION IN A FOREIGN AUDIENCE

2021 ◽  
pp. 10-15
Author(s):  
Л.К. Красильникова
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Cognitive Linguistics ◽  
Human Life ◽  
Word Formation ◽  
Theory And Practice ◽  
Dominant Position ◽  
Russian Word ◽  
Formation System

Статья посвящена актуальным вопросам обучения иностранных учащихся русскому словообразованию. В ней рассматривается полипарадигмальность современной лингвистики, которая находит свое преломление в теории и практике преподавания РКИ в области русского словообразования. При доминирующей роли функционально-коммуникативного подхода к изучению и представлению языкового материала в аспекте РКИ продуктивным является обращение к методам когнитивной лингвистики и лингвокультурологии. Приводятся примеры использования таких единиц системы русского словообразования, как словообразовательная парадигма и словообразовательное гнездо в качестве базы для развития речи иностранных учащихся в рамках разговорных тем «Русская природа» и «Роль животных в жизни человека». The article is about topical issues of teaching Russian word-formation to foreign students. Polyparadigmatic approach of Modern Linguistics is applied to the theory and practice of teaching Russian as a foreign language, particularly Russian word-formation. Allthough the functional-communicative approach to the study and presentation of language material in the aspect of Russian as a foreign language has the dominant position, it is productive to turn to the methods of cognitive linguistics and linguoculturology. Russian word-formation system units such as the word-formation paradigm and the word-formation nest are used as a basis for the development of foreign students' speech within such conversation topics as «Russian Nature» and «The role of animals in Human life».

scholarly journals UMA REFLEXÃO CRÍTICA SOBRE O INÍCIO DA FORMAÇÃO DOCENTE EM EDUCAÇÃO FÍSICA

2021 ◽  
Vol 18 (1) ◽  
pp. 114-122
Author(s):  
Anderson dos Santos Carvalho ◽  
Guanis de Barros Vilela Junior ◽  
Pedro Pugliesi Abdalla ◽  
Nandhara Gabriela Ferreira da Silva ◽  
Mariana Pardinho Lacerda ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Educational Process ◽  
Theory And Practice ◽  
Intellectual Ability ◽  
Future Teachers ◽  
Self Assessment ◽  
Transformative Teaching ◽  
The Future

The purpose of this study was to understand the teaching formation in Physical Education and its different aspects developed during initial training.Method:a bibliographical survey ofbooks andcientificarticles was carried out. For this,thekeywords“Teacher training”, “professionaltraining” and “physical education”, were used exclusively in Portuguese language.The focus of the bibliographic research was the survey of authors who discuss the thematic of teacher education in Physical Education. Results:It was identified that teaching formal higher education aims to ensure the training of teachers to work in the environment social so that they can assist students in developing their intellectual ability. Thus, training in Physical Education has the duty to subsidize theoretical and practical content to future teachers for transformative teaching during the educational process.The focus aspects during initial training are “the relationship between theory and practice "," the role of self-assessment in the teaching construct ","constant update", "beginning and path of teaching","convergence between technical and applied training". Conclusion:It is necessary during teacher training to develop an understanding of the future teachers values, such as feelings, emotions, the desire to overcome insecurity. That is, It is necessary to stimulatecritical reflection on the practice of the future physical education teacher. it is necessary to encourage the teacher to think critically to better develop the educational process.

scholarly journals GESTÃO EDUCACIONAL E A FORMAÇÃO DOCENTE NA CONSTRUÇÃO DA IDENTIDADE DOS PROFESSORES DE BEBÊS E DAS CRIANÇAS BEM PEQUENAS

Professare ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 59-91
Author(s):  
Alini Imhof Dantas ◽  
Eliane Kormann ◽  
Joel Haroldo Baade
Keyword(s):  
Teacher Training ◽  
Young Children ◽  
Action Plan ◽  
School Management ◽  
Theory And Practice ◽  
Educational Work ◽  
Very Young Children ◽  
Group Mobilization ◽  
Education Network

A atuação da gestão escolar requer a constante aprendizagem e um olhar empático voltado à coletividade. Este artigo apresenta uma discussão teórico-prática a partir do Estágio Supervisionado IV, tendo como objeto de pesquisa a gestão educacional. O objetivo do estudo foi refletir sobre o papel da Gestão Escolar na elaboração de uma proposta educativa democrática e participativa que promova e viabilize oportunidades para a formação docente continuada. A realização deste trabalho contou com um estudo teórico à luz dos estudiosos Darling-Hammond e Bransford (2019); Imbernón (2012) e Nóvoa (2019) que abordam a formação de professores; Lück (1997, 2009, 2014) e Libâneo (2012, 2015) que discutem a gestão escolar; Gonzalez-Mena e Eyer (2014) que debatem sobre um currículo de educação e cuidados baseado em relações qualificadas. A opção metodológica para subsidiar essa pesquisa se constitui numa abordagem qualitativa tomando a pesquisa-ação como perspectiva da investigação e transformação da realidade. Para tal, foi apresentado um plano de ação destinado às educadoras da Rede Municipal de Ensino de Brusque que atuam com bebês e crianças bem pequenas. As estratégias de formação utilizadas promoveram algumas ações, como: a interlocução entre teoria e prática por meio do estudo do tema “Apego”; registro escrito no diário de bordo; partilha das considerações no grupo de estudos; mobilização de reflexões sobre o papel da gestão na construção da identidade pessoal do professor; qualificação na relação com a especificidade do trabalho educativo do professor de bebês e crianças bem pequenas; compreensão da gestão sobre a proposta de formação permanente. Palavras-chave: Gestão Escolar. Formação de Professores. Bebês. Crianças bem pequenas. ABSTRACT The performance of school management requires constant learning and an empathic look towards the community. This article presents a theoretical-practical discussion based on Supervised Internship IV, with educational management as the object of research. The objective of the study was to reflect on the role of the School Manager in the elaboration of a democratic and participative educational proposal that promotes and enables opportunities for continuing teacher education. The realization of this work included a theoretical study in the light of the scholars Darling-Hammond and Bransford (2019); Imbernón (2012) and Nóvoa (2019) that address teacher training; Lück (1997, 2009, 2014) and Libâneo (2012, 2015) who discuss school management; Gonzalez-Mena and Eyer (2014) who debate about an education and care curriculum based on qualified relationships. The methodological option to support this research is a qualitative approach taking action research as a perspective of investigation and transformation of reality. To this end, an action plan was presented to educators from the Municipal Education Network of Brusque who work with babies and very young children. The training strategies used promoted some actions, such as: the dialogue between theory and practice through the study of the theme “Attachment”; record written in the logbook; sharing of considerations in the study group; mobilization of reflections on the role of management in the construction of the teacher's personal identity; qualification in relation to the specificity of the educational work of the teacher of babies and very young children; management's understanding of the proposal for ongoing formation. Keywords: School management. Teacher training. Babies. Very small children

scholarly journals Between theory and practice

2019 ◽  
Vol 13 (1) ◽  
pp. 113-131
Author(s):  
Tore Nilsson ◽  
Pirjo Harjanne ◽  
Pernilla Steuer
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Oral Proficiency ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Teacher Students ◽  
Communicative Teaching

The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective cumulative log texts written by the students during a theoretical course in FL pedagogy. The log texts were investigated using qualitative content analysis to uncover central themes and patterns of agency. The findings indicate, among other things, that the FL teacher students hold strong experience-based cognitions regarding teaching both oral proficiency and grammar, and that, regardless if their FL learning experiences at school were based on form-focused teaching or communicative teaching, they struggle to negotiate the role of grammar in a communicative language teaching framework.

scholarly journals COUNTRY STUDY TEXTS IN THE CLASSES OF THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE: THEORY AND PRACTICE

2021 ◽  
pp. 238-248
Author(s):  
L. T. Nazarevych ◽  
N. R. Denysiuk ◽  
N. I. Нavdyda
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Theory And Practice ◽  
Linguistic Knowledge ◽  
Practical Application ◽  
Online Tools ◽  
Country Study ◽  
Asking Questions ◽  
Language Environment

Abstract. The article is dedicated to a topical issue: the study of the Ukrainian language in a foreign language environment based on local lore texts about Christmas and Easter; the focus is made on the role of songs and colloquialisms that help students adapt to the country of residence and its realities. Approaches to work with New Year's songs ("Shchedryk") and lyrical songs ("Hutsulka Ksenia") are demonstrated. A number of methodical developments on e-platforms are proposed: open4ukrainian.education/gutsulka-ksenya/; http://bit.ly/rizdvyani-pisni-kolyadki, the advantages of working with online tools are proved: Wizer.me (https://wizer.me/), Learningapps (https://learningapps.org). The objective of the article is to analyze the country study material; to draw the attention of the scientific and pedagogical community to the need of selecting texts and didactic materials with consideration of the feasibility and practical application of information and the development of communicative competence; to prove the relevance of a variety of tasks and examples; to share the experience of teaching foreigners the Ukrainian language. The ideas presented in the article are illustrated by examples taken from the experience of teaching Ukrainian as a foreign language at Ternopil Ivan Puluj National Technical University. Current studies and publications are thoroughly analyzed. The focus is on hermeneutic, communicative, personaloriented, cultural, level methods, the importance of visualization of pre-text and post-text exercises, various questions, descriptive interpretation of rare vocabulary, extended vocabulary. The methodological basis of this study is the work of Anna Shvets. During the discussion of texts about traditions, holidays, events, etc., focuses were made on the appropriateness of asking questions, as questions help not only assess students and find out how well they understand the material, but also help them develop their speech. In addition, the role of post-text comments is traced. The aspect analyzed and described in the article is the content of texts that promote Ukraine in the world, contribute to the formation of linguistic knowledge about Ukraine, help foreign students adapt to the language environment. 

scholarly journals Teacher’s Professional Spirituality in the Context of Today’s Challenges

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 98-109
Author(s):  
Marharyta Golovko ◽  
◽  
Iryna Korotiaieva ◽  
◽  
Keyword(s):  
Teacher Training ◽  
Internal State ◽  
Cultural Development ◽  
Theory And Practice ◽  
Professional Life ◽  
Sense Of Humor ◽  
Cognitive Components ◽  
The World ◽  
Purposeful Activity

The paper presents results of the scientific research and authors’ speculations and reflections as to substantiating the significance, role and manifestations of spirituality in teacher’s professional life in the conditions of current transformational challenges; potential ways of spirituality education are determined. Peculiarities of the society social-cultural development are revealed, which stipulates the actualization of the specified topic. The results of the research are characterized by the humanitarian sciences understanding of the categorical status of the concept “spirituality” in the context of ontological, epistemological and content-based approaches. Certain spiritual-moral imperatives, that deserve special attention from the standpoint of today’s pedagogical theory and practice, are singled out from the world heritage. The essential nature of the individual’s spirituality is determined; the authors’ interpretation of the teacher’s professional spirituality is presented: peculiar internal state of the teacher's personality experienced as a holistic existence, it germinates in pedagogical activities that increase and strengthen the spiritual, moral and ethical potential of students. The dominant features and manifestations of professional spirituality are updated and modified (empathy, professional optimism, ability to surprise, self-irony, sense of humor, desire for self-improvement, intelligence, professional reflection). Some key positions that contribute to strengthening the role of the spiritual dominant in the process of teacher training are provided; they include motivational, content-purposeful, activity-oriented and cognitive components.

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