Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Semih Ekin ◽  
Ufuk Balaman ◽  
Fatma Badem-Korkmaz
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Collaborative Design ◽  
Language Education ◽  
Task Design ◽  
Language Teachers ◽  
Constant Change ◽  
L2 Learners ◽  
Teacher Competences ◽  
Advance Research

Abstract Telecollaborative exchanges between students from different countries are increasingly becoming a common practice in foreign language education and calling for new teacher competences for task design in order to maximize interactional opportunities in these settings. Considering that tasks are dynamic in nature and subject to constant change from their initial design to implementation by L2 learners, there is a need for teacher training activities promoting opportunities for improving the required digital and pedagogical competences. With this in mind, this paper sets out to explore the interactional architecture of the multiple steps involved in the training of pre-service language teachers in pedagogical task design for telecollaboration-oriented video-mediated interactional settings. We describe the procedural unfolding of the telecollaborative tasks by analyzing (i) pre-service teachers’ collaborative design meetings and (ii) written design reports; (iii) peer and mentor evaluation of these design ideas in whole-class feedback sessions in teacher training classrooms; (iv) written reports of redesigns after the feedback session, (v) video-mediated implementation by telecollaborative task participants, and finally (vi) pre-service teachers’ written reflections based on the implementation of their own designs. We use Conversation Analysis to closely examine audio and screen-recording data and draw on the textual data to present the procedural unfolding of two tasks over multiple phases, namely design, feedback, implementation, and reflection. The findings show that a telecollaborative task is a co-construction by the pre-service teachers as task designers, the teacher trainer as the mentor, and the L2 learners as the end users in interactionally trackable ways across the teacher education events. The results bring insights into the novel sets of digital, pedagogical, and interactional competencies in L2 contexts. We conclude that task enhanced telecollaboration holds great potential to critically advance research and practice in L2 teaching and teacher education worldwide.

scholarly journals Language education for non-native speaker language teachers

2018 ◽  
Vol 24 ◽  
pp. 44-55 ◽  
Author(s):  
Emma Riordan
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Native Speaker ◽  
Language Skills ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Group I ◽  
Language Courses ◽  
Training Programmes

For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

scholarly journals PROFESSIONAL DIGITAL COMPETENCE IN LANGUAGE EDUCATION

2021 ◽  
Author(s):  
Elmira Tazhibayeva ◽  
Natalya Mirza
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Education ◽  
Scientific Production ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Digital Competence ◽  
Exclusion Criteria ◽  
Language Teacher Education ◽  
Scopus Database

This article aims to unpack the term ‘professional digital competence’ and similar notions in language teacher education, to explore the existing Digital Competence Frameworks and their constituents. We also targeted to identify the most relevant findings in terms of digital competence of university language teachers through the analysis of scientific production in specialized literatures in the last decade (2012-2022). A search was carried out on Scopus database. After applying the inclusion and exclusion criteria, the sample was made up of 11 articles. The main findings helped to reveal the list of aspects investigated in terms of technology enhanced-foreign language teaching.

A Case Study on Pre-Service English Teachers' Perceptions of Self-Efficacy and Integration of Information-Communication Technologies

2019 ◽  
pp. 274-290 ◽  
Author(s):  
Ilknur Istifci
Keyword(s):  
Teacher Education ◽  
Self Efficacy ◽  
English Language ◽  
Language Education ◽  
English Teachers ◽  
Comparison Method ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Teacher Education ◽  
Teachers Perceptions

The aim of this study is to find out pre-service English language teachers' ICT self-efficacy perceptions and ICT integration in their lessons. The data were collected from 60 pre-service English teachers in one of the state universities in Turkey via a questionnaire developed by Ekici, Ekici, and Kara. Semi-structured interviews were also carried out with some volunteering pre-service teachers. The questionnaire data were analyzed using the Statistical Package for Social Sciences (SPSS 22). Interview data were analyzed finding emerging themes and categorizing them using constant comparison method. The results showed that they use ICTs in their lessons mostly especially in practicum or macro and micro teaching sessions and they have high self-efficacy on ICT use in language education. Results also revealed some problems they encounter while using ICTs in language teacher education and their suggestions on how to improve their use. Based on the results, certain implications were drawn from the study in order to organize future teacher education programs that utilize ICTs.

scholarly journals When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

2020 ◽  
Vol 3 ◽  
pp. 1-11
Author(s):  
Marco Cappellini ◽  
Yu-Yin Hsu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Present Article ◽  
Small Groups ◽  
Language Teaching ◽  
Language Education ◽  
Future Teachers ◽  
Experiential Approach ◽  
Training Teacher ◽  
Integration Of Technology

The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.

‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice

2020 ◽  
pp. 136216882090628
Author(s):  
Rui Yuan ◽  
Pauline Mak ◽  
Min Yang
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Situated Learning ◽  
Teacher Educators ◽  
Language Education ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers’ RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many educational contexts. While existing literature has documented the potential benefits that student teachers may reap from video-based RP, there is a lack of attention to the complex interplay between the process of their RP and the contextual factors in their situated learning environment. This article reports on a study which aims to promote video-based RP among student teachers in a pre-service language teacher education course in Hong Kong. Drawing on data from post-course interviews with and the videoed reflection of six student teachers, the study uncovered the complex and dynamic process of the student teachers’ video-based RP. This article offers practical implications for language teachers, teacher educators and school leaders on how to promote RP in second language teacher education.

scholarly journals Continuing Training of Language Teachers in the UK

2019 ◽  
Vol 9 (4) ◽  
pp. 37-44
Author(s):  
Ihor Roskvas
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Personal Development ◽  
Professional Training ◽  
Language Education ◽  
Language Teachers ◽  
Cultural Conditions ◽  
Development Of Language ◽  
The Uk

AbstractThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and suggest ways to improve continuing teacher training of language teachers in Ukraine. The paper indicates that the UK is at a turning point today. The country is on its way of leaving the EU, which will significantly change not only its relations with EU countries but also with other countries all over the world. Thereby, the UK needs the skills and capabilities, which will facilitate the understanding of other cultures and languages, to continue to be important for successful international relationships at all levels. The four nations of the UK have approached policy on language education in different ways, which reflect their different linguistic circumstances, and they will continue to do so. The paper states that the model of the UK language teacher includes not only professional qualities but also his or her professional and personal development in the context of professional training and retraining. The paper concludes that the use of the UK’s positive experience in providing continuing teacher training to language teachers and ensuring their professional development discovers some new opportunities for Ukraine. Further research should focus on the peculiarities of the programmes for the professional development of language teachers. It can help to enhance the quality of advanced training of language teachers in Ukraine.

scholarly journals Pre-service Language Teachers’ Reflections and Initial Experiences on the Use of Textbooks in Classroom Practice

2020 ◽  
Vol 11 (2) ◽  
pp. 157
Author(s):  
Minna Maijala
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Classroom Practice ◽  
Education Programme ◽  
Research Literature ◽  
Language Teachers ◽  
Teaching Materials ◽  
Teacher Trainees ◽  
One Year ◽  
The One

In foreign language (FL) teaching and learning, textbooks provide the major source for both teachers and learners (see e.g., Guerrettaz & Johnston, 2013; Richards, 2014). Although the use of textbooks and other teaching materials is one of the factors that makes the difference between novice and experienced teachers (see e.g., Savova, 2009), too little attention is paid to their use in teacher training programmes (see e.g., Canniveng & Martinez, 2003). Based on research literature and empirical data derived from a questionnaire (N = 51) and interviews (N = 12) among FL teacher trainees during the one-year teacher training programme at a Finnish university, the following questions are addressed: What are pre-service language teachers’ reflections on FL textbooks and their use? What kinds of experiences teacher trainees had with FL textbooks during the one-year teacher education programme? The results of this study give us more information on how language teacher trainees learn to use textbooks and other teaching materials. For instance, it emerged from the findings that the trainees were willing to create learner-centred teaching materials. In addition, the study can give ideas of how to develop courses for FL teacher education in order to pay more attention to a more independent use of textbooks and other teaching materials.

scholarly journals More than meets the eye: research and practice in Italian foreign language policies and education

2021 ◽  
Vol 9 (1) ◽  
pp. 69-88
Author(s):  
Lucilla Lopriore
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Classroom Practice ◽  
Language Teaching ◽  
Language Education ◽  
Professional Associations ◽  
Language Teachers ◽  
International Exchange ◽  
Language Policies ◽  
The Impact

Abstract This contribution aims at offering an overview of the main foreign language policies implemented in the Italian educational system in the last decades as well as of the role that research in Italian foreign language education has played. Main changes and innovations introduced through institutional – curriculum renewals, pre- and in-service education, European recommendations and implementation, language teacher education, university reforms – and through unofficial paths offered by publishers, professional associations, international exchange programs, will be explored and discussed. Some of the changes introduced at curriculum level (e. g. Content and Language integrated Learning (CLIL)) and in teacher education have added new perspectives in language teaching and are currently informing classroom practice in the Italian growingly multilingual scenarios. The impact of national and international research on foreign language teaching, carried out in the Italian language classrooms by scholars and, in some cases, by teachers themselves, will be described and illustrated through examples and language teachers’ contributions.

scholarly journals On the Relationship Between Teacher Autonomy and Learner Autonomy

2020 ◽  
Vol 13 (6) ◽  
pp. 153
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Focal Point ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Teacher Autonomy ◽  
Theoretical Research ◽  
The Relationship

With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.

Changes in the Teacher Training and Qualification in Bulgaria

2019 ◽  
Vol 7 (3) ◽  
pp. 3-23
Author(s):  
Viara Gyurova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
20Th Century ◽  
Future Development ◽  
Training System ◽  
Development System ◽  
The Past ◽  
Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

Sign in / Sign up

Export Citation Format

Share Document