A Study on Satisfaction with the Korean Language Teacher Training Program at a Secondary School in Sri Lanka

2015 ◽  
Vol 12 (3) ◽  
pp. 145-181
Author(s):  
Seoyoung Joung ◽  
Keyword(s):  
Teacher Training ◽  
Sri Lanka ◽  
Secondary School ◽  
Training Program ◽  
Korean Language ◽  
Language Teacher ◽  
Teacher Training Program

Points and Viewpoints: An answer to Lee Emerson Boyer's paper

1954 ◽  
Vol 47 (2) ◽  
pp. 119-120
Author(s):  
Houston T. Karnes
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Training Program ◽  
School Curriculum ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Training Program ◽  
Secondary School Curriculum

In his paper, “A New Responsibility of Teacher Education Programs,”1 Professor Boyer has raised an issue which has been on the minds of many for several years. Professor Boyer recognizes the importance of the two-track program in the secondary-school curriculum and then proceeds to discuss the training of teachers to administer this program. His main thought is that there should be a two-track teacher-training program.

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>

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