Teaching in China: EFL Teacher Training

This chapter deals with the implementation of a teaching innovation in the context of higher education, based on the creation of 3D-videos through the use of cooperative learning and the development of digital teaching competence in English as a foreign language teacher training. Specifically, this methodological proposal is situated within the framework of the course Foreign Language for Primary School Teachers (English) of the Degree in Primary Education at the University of Cordoba, Spain, and it has been implemented in three academic years (2016-17, 2017-18, and 2018-19). The most important result of this study is that CL strategies develop pre-service EFL teachers' engagement in learning and improving their knowledge on English and enhance their digital competence while reducing the achievement gap with lower-achievement pre-service teachers thanks to heterogeneous groups. Nevertheless, this process of teaching innovation highlights that there is still much to be done to maximize the impact of cooperative learning in foreign language teaching-learning processes.

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Pragmalinguistic Awareness in EFL Teacher Training

Language Awareness ◽

10.1080/09658410108667033 ◽

2001 ◽

Vol 10 (2-3) ◽

pp. 178-188 ◽

Cited By ~ 2

Author(s):

Çigdem Karatepe

Keyword(s):

Teacher Training ◽

Efl Teacher

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Evaluation of an EFL Teacher Training Program in Japan

Journal of Applied Social Science ◽

10.1177/1936724418755420 ◽

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.

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