What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme

2018 ◽  
Vol 9 (2-3) ◽  
pp. 273-305 ◽  
Author(s):  
Fernanda Costa Ribas ◽  
Cristiane Manzan Perine
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Education Programme ◽  
English Teacher ◽  
Discussion Forums ◽  
Visual Narratives ◽  
British Council ◽  
The Impact

AbstractThis paper aims to investigate the beliefs of student teachers on a distance teacher education course about being an English teacher in Brazil. The theoretical framework of this paper is based on studies about beliefs in language teaching and learning (Barcelos and Kalaja 2011. Introduction to beliefs about SLA revisited. System 39(3). 281–289), and distant teacher education (Borg et al. 2014. The impact of teacher education on pre-service primary English language teachers. London: British Council). Data were collected in a supervised teaching practicum course in an English Language and Literature Distance Programme provided by a federal public university in Brazil. The data stem from visual narratives and meta-narratives posted on two online discussion forums. It is expected that the results of this study will contribute to advancing research on the use of visual materials in the investigation of beliefs, and that they will foster the debate on the contributions of visual narratives to teachers’ reflections, particularly in distance teacher education settings.

Responsive Practices in Online Teacher Education

2015 ◽  
pp. 1-18
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

scholarly journals The Power of Inquiry in Equity-Oriented Teacher Education

2021 ◽  
Vol 3 (3) ◽  
pp. 368-386
Author(s):  
Lexie Grudnoff ◽  
Helen Dixon ◽  
Jill Murray
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education Programme ◽  
Research Process ◽  
Teacher Inquiry ◽  
Initial Teacher Education ◽  
Data Set ◽  
Persistent Problem

Abstract The international problem of differential achievement between groups of students has particular significance for New Zealand given its persistent problem of inequitable outcomes for Māori and Pasifika students, and those from poor communities. This qualitative study investigated how engagement in teacher inquiry supported student teachers’ understandings of, and practice for, equity. The 28 participants were in a one-year, equity-oriented Master’s initial teacher education programme. The data set comprised 84 research-related assignments participants completed for their teacher inquiry course. Thematic data analysis showed that the structured inquiry process supported participants to challenge inequity by problematizing student engagement and to address this by using a range of evidence to enhance their teaching. Overall, the study suggests that inquiry as research process and stance, along with the application of the Facets equity framework in authentic teaching and learning contexts, is a powerful source of student teacher equity-focused professional learning and practice.

scholarly journals An Evaluation of the preservice English teacher education in a university in China: Pros and cons from an insider’s journey of learning

2015 ◽  
Vol 6 (1) ◽  
pp. 151-174 ◽  
Author(s):  
Wang Ping
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Education ◽  
English Teacher ◽  
Structured Interviews ◽  
Chinese University ◽  
Pros And Cons ◽  
The Impact

Abstract The theme of the paper is to reveal how well-prepared pre-service teachers think they are. It aims at reviewing the 2010, 2011, 2012, 2013 cohorts studying for a BA in TEFL at a university by examining the impact and the effectiveness of four- -year pre-service English education in a Chinese university context, and what needs to be improved and maintained from the perspective of trainees. Questionnaires were used, followed by semi-structured interviews. The questionnaires were completed by 300 participants, 200 of whom were then randomly chosen as interviewees. Despite finding some inconsistency in the four-year BA TEFL program, the result obtained from investigation of the cohort of student teachers is still satisfying.

Responsive Practices in Online Teacher Education

2018 ◽  
pp. 2086-2103
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

Responsive Practices in Online Teacher Education

2016 ◽  
pp. 1331-1348
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

scholarly journals Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Barry Lee Reynolds ◽  
Sylvia Liu ◽  
Xuan Van Ha ◽  
Xiaofang Zhang ◽  
Chen Ding
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Learning To Teach ◽  
Learning Context ◽  
Research Attention ◽  
Learning And Teaching

Language teacher beliefs have received increasing research attention for the past few decades. However, little is known about the beliefs of pre-service teachers in the pre-primary English as a foreign language (EFL) education context. This qualitative case study extends this line of inquiry by investigating the trajectory of student teachers' beliefs about teaching English to pre-primary learners in Macau within a teacher education course. The participants included 60 pre-service teachers taking an English Language Activities course in their third year of a 4-year Bachelor of pre-primary education program. The data comprised written reflections collected at three points in time during the 16-week course: at the beginning of the course, mid-way through the course, and at the end of the course. The findings showed five broad themes, constituted from 15 subthemes, regarding (1) learners and learning, (2) teaching, (3) subject, (4) self, and (5) learning to teach. The major themes have been documented in the literature, but several subthemes were identified for the first time in the context of pre-primary EFL teacher education. More importantly, the findings revealed that some of the subthemes were newly shaped and several subthemes were reshaped as a consequence of taking the course. The findings were interpreted in relation to the content of the course, the experiential learning opportunities, the pre-service teachers' prior experiences of language learning and teaching, and the local language teaching and learning context. Implications for pre-service teacher education programs are discussed.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

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