scholarly journals English Language Teacher Education: Rewriting S-1 National Curriculum

2015 ◽  
Vol 10 (1) ◽  
pp. 17
Author(s):  
M. Soenardi Djiwandono
Keyword(s):  
High School ◽  
Teacher Education ◽  
Secondary School ◽  
Teacher Development ◽  
English Language ◽  
School Teacher ◽  
National Curriculum ◽  
Secondary School Teacher ◽  
Language Teacher Education ◽  
Language Teacher

As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to he a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionals from Universitas Negeri Malang. GAJAH MADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and professionals in the field of ELT. By the 3'. year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practice the Intensive Course (IC) Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.

scholarly journals Six years of School of Media: Exploring specialist pathways for film education throughout students’ experiences of Scottish secondary school

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Kerry Abercrombie ◽  
Jamie Chambers
Keyword(s):  
High School ◽  
Young People ◽  
Secondary School ◽  
School Teacher ◽  
National Curriculum ◽  
Secondary School Teacher ◽  
Film Education

Co-authored by Scottish secondary school teacher Kerry Abercrombie and film education practitioner Jamie Chambers, this article explores School of Media, a specialist pathway within a Scottish secondary school in which young people are able to engage with film education potentially throughout their entire experience of high school. First exploring how School of Media seeks to reconcile aspects of film education with Scotland’s national ‘Curriculum for Excellence’, this essay subsequently adopts a chronological perspective, detailing specific aspects of School of Media’s approach within each of the six years of secondary school. The essay concludes by emphasising the importance of enabling and empowering teacher-led approaches to film education within Scottish classrooms.

English Language Teacher Education in India

2021 ◽  
Author(s):  
Vishwa Prasad Devupalli
Keyword(s):  
Nineteenth Century ◽  
Teacher Education ◽  
English Language ◽  
Knowledge Society ◽  
National Curriculum ◽  
Compulsory Education ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Curriculum Framework ◽  
Education In India

This book deals with five essential parts. The first part deals with teacher education from ancient India to nineteenth century. It briefly describes the evolution of teacher education till the end of nineteenth century. The second part reflects upon teacher education during colonial period and post-independence India in the twentieth century. The third part gives the details of the education movements, Knowledge Commission’s call for knowledge society and the importance of the English Language in India, school curricula, teacher education and pedagogy of English. The fourth part puts forth the importance of the English language teaching, English teachers’ knowledge base and teacher education as given in the National Curriculum Framework for School Education (2005), National Curriculum Framework for Teacher Education (2009) Right of the Children to Free and Compulsory Education Act (RTE), 2010. The fifth part draws attention to the problems in present-day English language teacher education in India and how could those problems be solved.

scholarly journals Assessment of English Learning in a Language Teacher Education Program

2019 ◽  
pp. 193-214
Author(s):  
Leonardo Herrera Mosquera ◽  
Lilian Cecilia Zambrano Castillo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Assessment Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Course Syllabi ◽  
Teachers And Students ◽  
Qualitative Descriptive

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

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