scholarly journals Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning

2020 ◽  
Vol 6 (3) ◽  
pp. 36-51
Author(s):  
Ana Cecilia Villarreal Ballesteros ◽  
Irlanda Olave Moreno ◽  
Lizette Drusila Flores Delgado
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Limited Impact ◽  
Quality Instruction ◽  
Teachers Beliefs

One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction.  However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to foster integration of current ideas about teaching and learning in their students and to recognize their role in improving language education.

Examining International Telecollaboration in Language Teacher Education

2018 ◽  
pp. 322-345 ◽  
Author(s):  
Geoff Lawrence ◽  
Elana Spector-Cohen
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Master's Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Learners

This chapter presents findings of case study action research examining the impact of technology-mediated collaboration between teacher-learners in two graduate-level Applied Linguistics Master's programs in Canada and Israel. To date, little research has been conducted on international telecollaborative exchanges in language teacher education programs. This chapter will discuss teacher-learners' perceived benefits and challenges of this international telecollaborative exchange, its impact on beliefs towards the use of technology-mediated tools, and the relevance of these types of collaborations in language teacher education. The authors will highlight individual teacher-learner voices in this study that illustrate how teacher assumptions about authority, experience, and teacher identity evolve on individual pathways and are situated in complex, historically embedded paradigms of teaching and learning experience. The chapter will conclude with insights gained regarding strategies for implementing effective international telecollaborative exchanges in language teacher education programs.

scholarly journals An Analysis of Language Teacher Education Programs: A Comparative Study of Turkey and Other European Countries

2016 ◽  
Vol 9 (8) ◽  
pp. 213 ◽  
Author(s):  
Gonca Altmisdort
Keyword(s):  
Teacher Education ◽  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
English Language Proficiency ◽  
Teacher Education Programs ◽  
Education Programs ◽  
English Language Education ◽  
Language Teacher Education ◽  
Language Teacher

<p>The main aim of this study is to analyze and discuss the similarities and the differences between English language teacher educationial programs at universities in Turkey, and to identify the undergraduate students’ ideas about their current curriculum. In addition to this, the study aims to compare the education of English language teacher education in some countries in which English language proficiency scores are at the highest level in EF EPI (EF English Language Proficiency Index), and to suggest some important points to improve the language teacher educationial programs in Turkey.</p><p>In the study, a document analysis and a semi-directed interviews with the 30 students in English language education departments in Turkey are implemented to provide valid and reliable results. The interview questions are based on students’ thoughts and ideas describing the sufficiency of their programs, and their goals and objectives. In the study, also, the course curricula of 15 English language teacher education programs are examined and compared. In this research, qualitative and quantitative methods are used. The study includes an international comparison of English language teacher education. With the comparison of the programs, some weak points of English language education programs in Turkey are determined. Besides, in the study, with the analysis of the English teacher education in 5 countries, the ways in which how they reached these targets are defined. At the end of the study, some suggestions are submitted to design and develop English language teacher education programs to produce more successful future teachers and English language education.</p>

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

Technology Instruction in Language Teacher Education Programs

2017 ◽  
pp. 1-22
Author(s):  
Yining Zhang ◽  
Matthew Deroo
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
World Language ◽  
Education Programs ◽  
Preparation Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Technology Instruction

It is important to examine how prospective teachers were prepared with integrating technology in their teaching. This study explored the integration of technology instruction among ten top world language teacher preparation programs in the United States. Data collection included document analysis of syllabi and interviews with program directors and instructors. The findings revealed that technology instruction were provided to language pre-service teachers through general technology courses, methods courses, and a series of technology-related courses infused throughout the entire program. In addition, technology courses organized a variety of approaches to enrich students' experiences with technology. We also generated four main themes to reflect some key elements in current technology instruction for pre-service teachers. The study enriches our knowledge of the current situation for how different world language teacher education programs prepare their pre-service teachers.

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