scholarly journals The perception of readiness for teaching profession: a case of pre-service trainees

2015 ◽  
Vol 3 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Good Teaching ◽  
English Language Teachers ◽  
Pre Service Teacher

Abstract Pre-service teacher training offers various opportunities for trainees to become aware of and understand the qualities of good teaching. Towards the end of their training they should be able to identify clearly the criteria for measuring their readiness for teaching profession as well as identify their own strong and weak areas. The author of this article presents the results of the study where the aim was to focus on the trainees′ perception of themselves as English language teachers based on the criteria of the EPOSTL at the end of their training when trainees receive their diploma for teaching the English language.

scholarly journals Designed-in and contingent scaffolding in the teaching practice groups model

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
David Mallows
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Teacher Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Learning Needs ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
English Language Teachers

The focus of this paper is the teacher learning of trainee teachers of English as a second, other or foreign language to adults, within a particular model of initial teacher training: Teaching Practice Groups. It draws on socio-constructive theories of teacher learning to explore the learning of trainees within the model. Teaching Practice Groups are highly social; trainees on courses using the model interact a great deal with each other, with their peers, with the learners in the teaching practice classroom, and also with the course documentation and activities. This paper suggests that these interactions, and the consequent development of trainees’ knowledge and understanding of teaching, are scaffolded in both ‘designed-in’ and ‘contingent’ ways (Hammond & Gibbons 2005: 12). Designed-in scaffolding can be seen in the way the course is structured, in the activities that learners are expected to engage with, and in the documents and processes through which these processes are managed. Contingent scaffolding on the other hand, the spontaneous actions and guidance of the trainer in response to the immediate learning needs of the trainee teacher, is unplanned. While the findings from this study are specific to the context of Teaching Practice Groups, this paper also offers a contribution to more general knowledge about initial teacher training for English language teachers.

scholarly journals Examining the Effectiveness of In-Service English Language Teacher Training in Khartoum State/Sudan 2011/2012

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Omer Elsheikh Hago Elmahid ◽  
Hatim Sami Mahmoud Bioumi
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Positive Impact ◽  
Training Programme ◽  
Language Teachers ◽  
Educational Institutions ◽  
Language Teacher ◽  
British Council ◽  
English Language Teachers

<em>This study aims at investigating the effectiveness of in-service English language teacher training in Khartoum state: A case study of in-service teacher training programme “English for Teaching 1” (EfT1) provided by the British Council (2011-2012). The Researchers adopted the descriptive analytical method to analyze the collected data. The tool used to collect data was a questionnaire which was analyzed with the Statistical Packages for Social Science (SPSS). All the Hypotheses of the study were verified to be true and according to the analysis of the questionnaire. The study has come up with the following findings: Teacher training programme English for Teaching (1) (EfT(1)) has a positive impact on developing teaching process, the components of the programme satisfy the training needs of the English language teachers in Khartoum State, and the trainees who attended the programme have a positive attitude and opinions towards the programme. The study has been included with some recommendations that reflect the importance of in-service teacher training for Sudanese English language teachers and the effectiveness of partnership between national and international educational institutions in this field.</em>

scholarly journals Building Professional Competences of English Language Teachers

2018 ◽  
Vol 50 ◽  
pp. 01077
Author(s):  
Lyudmila Karpova ◽  
Elena Grigorieva ◽  
Elena Ladonina ◽  
Olga Popova ◽  
Anna Shchekoldina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Teaching Profession ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Of Instruction ◽  
Language Teacher ◽  
Key Skills ◽  
English Language Teachers

This article is devoted to the problem of building professional competences for the teaching profession. The paper highlights four main groups of professional competences: cultural and linguistic competences, linguistic and didactic competences, social and educational competences, professional and educational competences. It presents a brief summary of key skills a person should possess to be a competent foreign language teacher. Foreign language teachers should act as professional inheritors, critics and interpreters of knowledge and culture when teaching students. They also have to be able to communicate clearly in the language of instruction, using correct grammar, in various contexts related to teaching. Moreover a foreign language teacher should adapt his or her teaching to the needs of students with various disabilities, integrate ICT in teaching activities, cooperate with school staff, parents and students in pursuing the educational objectives, collaborate with the teaching team in developing programs and projects when teaching students. The article attempts to identify learning situations that are appropriate to the students concerned and the subject content with view to developing the competences targeted. The study can help in designing and modelling the educational process within the frameworks of the competence approach.

Between Two Worlds? Research Engagement Dilemmas of University English Language Teachers in Vietnam

RELC Journal ◽  
2020 ◽  
pp. 003368821988478
Author(s):  
Mai Trang Vu
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Teaching Profession ◽  
Language Teachers ◽  
English Language Teaching ◽  
Self Awareness ◽  
Research Engagement ◽  
Practical Support ◽  
External Pressures ◽  
English Language Teachers

If enhancing the connection between teaching and research has been highlighted in the general English language teaching profession, does English teaching at university – the ivory tower characterized by research – face the same issue? And how might this affect how the profession is perceived? This study provides an in-depth examination of how university English language teaching (ELT) teachers conceptualize research and their doing research, and discusses the issue in connection with the notion of profession. The study uses teacher cognition semi-structured interviewing with faculty members teaching English at a university in Vietnam. The results show ELT faculty construct different versions of research to rationalize their attitudes, self-awareness, and practices: research as irrelevant impositions, research as desirable but unfeasible goals, and research as practical, inner calls. Revealing this group’s dilemmas between two worlds – practitioners and academics, external pressures and internal values, visions and realities, – the study argues that to increase research engagement, practical support is needed, but a reconceptualization of research is also an important factor. Also, understanding and realizing the teaching-research nexus in ELT hold implications for the profession’s status and the professional’s identity and autonomy.

scholarly journals Blended learning: Investigating its potential in an English language teacher training program

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Zeynep Kocoglu ◽  
Yesim Ozek ◽  
Yesim Kesli
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Training Program ◽  
English Language ◽  
Language Teachers ◽  
Language Teacher ◽  
Face To Face ◽  
Teacher Training Program ◽  
English Language Teachers ◽  
Face To Face Instruction

<span>Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended learning in language teacher education. This study discusses a blended learning approach for a teacher training program designed for in-service English language teachers, and investigates its effectiveness by comparing with a face to face MA Program in English Language teaching. The research involved 39 in-service English language teachers, with 12 studying in a blended course (i.e., they received face to face instruction in the classroom and used web-based materials) and 27 in a traditional classroom. Results indicated that there was no difference in content knowledge acquisition between teachers receiving blended instruction and teachers receiving face to face instruction.</span>

Teacher Reflectivity Revisited: Is Teaching Reflectivity Gaining a Foothold in Iran?

2016 ◽  
Vol 7 (5) ◽  
pp. 993
Author(s):  
Ali Kazemi ◽  
Zahra Bazregarzadeh ◽  
Mohammadreza Firoozi
Keyword(s):  
Data Analysis ◽  
Random Sampling ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Efl Teachers ◽  
English Language Teachers

Given that reflectivity could help keep the teaching profession vibrant and responsive, reflective teaching practice has become an essential component of teacher education. In recent years, some efforts have been underway to implement it in our educational system, in general and in language teaching, in particular. The present study aimed to investigate the extent to which Iranian English language teachers are reflective, if at all. To this end, a five-point Likert-scale questionnaire including 26 items, originally developed by Akbari et al. (2010) and validated for the purposes of the current study, was used. The participants of the study comprised 217 practicing EFL teachers selected through random sampling. Data analysis, conducted through descriptive statistics, revealed that Iranian English language teachers are reflective in all dimensions of reflection, though degree of reflectivity varies across these dimensions. This finding is promising and suggests that reflectivity is gaining a foothold in our language education.

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