scholarly journals A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China

2020 ◽  
Vol 10 (2) ◽  
pp. 168
Author(s):  
Jing Shi
Keyword(s):  
Secondary Education ◽  
Teacher Learning ◽  
Novice Teachers ◽  
English Language ◽  
Novice Teacher ◽  
Mainland China ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teaching Program ◽  
English Language Teachers

Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.

scholarly journals Syllabus Design for Pre-service English Language Teachers in Spain

2018 ◽  
pp. 26
Author(s):  
Gloria Luque Agulló
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Programs ◽  
Language Teachers ◽  
Teaching Program ◽  
Teaching English ◽  
Educational Law ◽  
Self Confidence ◽  
Language Classroom ◽  
English Language Teachers

This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE).  Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.

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 English teachers’ identities concerning their knowledge of slang

2018 ◽  
Vol 9 (1) ◽  
pp. 58
Author(s):  
Fábio Henrique Rosa Senefonte
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Teaching Skills ◽  
Complex Dynamic ◽  
English Language Teachers ◽  
Structured Audio ◽  
The One ◽  
Main Language

Underpinned by a postmodern perspective of (teacher) identity, which characterizes it as unstable, multifaceted, unfinished, complex, dynamic, fluid, constructed in relation with others (Bauman, 2005; Bohn, 2005; Hall, 2006; Beijaard et al., 2011 among others), this qualitative research aims at exploring English language teachers’ identities concerning their knowledge of slang. For this purpose, a semi-structured, audio-recorded interview was conducted with three English teachers, from the three main language institutes in Cornelio Procópio, state of Paraná. Results reveal that on the one hand, teachers consider themselves to be fluent in English and confident of their language and teaching skills; on the other, they consider their knowledge of slang to be somewhat limited. Additionally, geographical boundaries are perceived as a hindrance to address such topic in class.

scholarly journals Reflective Practice: A Gateway to Professional Development

2013 ◽  
Vol 17 (1-2) ◽  
pp. 40-49
Author(s):  
Shiva Ram Pandey
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Teaching Skills ◽  
Instructional Process ◽  
English Language Teachers

The main purpose of this research paper is to explore the power of reflection in the teaching and learning process. The prime research question is how do English language teachers reflect their opinion and experience in reflective practice? This research is a qualitative study of English teachers from the Kathmandu district higher secondary schools. The results of this study show that reflective practice enhances teaching skills and brings changes in instructional practices. Teachers have to think, act and reflect tenaciously. As a result, the instructional process is activated and improved. It further presents that every incident has enormous insights to learn through this practice. Reflective practice enhances the professional development of English language teachers. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 40-49 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8091

scholarly journals Teaching Journal: An Effective Tool for Reflective Practice in Teaching among English Language Teachers

2021 ◽  
Vol 5 (8) ◽  
pp. 73-79
Author(s):  
Yifan Wang
Keyword(s):  
Reflective Practice ◽  
English Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teaching Behaviors ◽  
Teaching Activities ◽  
Three Samples ◽  
Continuous Record ◽  
Role Transformation ◽  
English Language Teachers

Through teaching journals, teachers can actively conduct true and continuous record, description, reflection, and summary of experiences and teaching behaviors with reflection and research value in their own teaching activities in order to make progress in regard to their teaching skills and classroom presentations. This is an effective way and tool to improve English teachers’ reflective practice in teaching along with their own professional development as well as to promote the role transformation as reflective teachers. Given the widespread concern of the reflective practice in teaching along with the fact that teaching journals are effective in reflective teaching, this paper explores this topic and suggests several implications for teaching via documentation and a case analysis of three samples obtained from an actual teacher’s teaching journal.

scholarly journals Who is to Blame

2018 ◽  
Vol 32 (1) ◽  
pp. 205-214
Author(s):  
Rishi Ram Rijal
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Prospective Teachers ◽  
English Language ◽  
Poor Performance ◽  
Language Teachers ◽  
Education Curriculum ◽  
English Language Teachers ◽  
Education Courses ◽  
Different Parts

Learning English language and becoming English language teacher have attracted many people in our country but because of various factors only the weak intake admit in teacher education courses. The aim of this article is raising a question ‘who is to blame’ giving some examples of poor performance of the prospective English language teachers, some factors causing this and ways of attracting quality intake to the teacher education courses. The information used in the analysis has been taken from the answer books, randomly snatched up from ten different small packages of the B.Ed. campus of different parts of the country. The writing performances have been compared with the objectives specified to grade nine and ten by the Secondary Education Curriculum 2071 B.S. It was found that the prospective teachers are weak not only in using the language mechanism but they are also very weak in understanding the content as well as producing the organized, coherent writing.

scholarly journals The Construct Definition of an English Language Teachers’ Content Knowledge

2016 ◽  
Author(s):  
Reza Khani ◽  
Anna Hajizadeh
Keyword(s):  
Language Acquisition ◽  
Research Methods ◽  
Content Knowledge ◽  
English Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
Classroom Context ◽  
Construct Definition ◽  
English Language Teachers ◽  
Definition Of

Regardless of the increasing emphasis on the importance of language teachers’ content knowledge, there is a lack of consensus regarding its constituents. To this end, a panel of experts and non-experts were requested to express their opinions regarding the constructs of content knowledge (CK) in the format of an open-ended written questionnaire. The findings indicate that teachers’ CK includes eleven categories: teaching skills, structures, method and approaches, curriculum, language acquisition theories, classroom context, language testing theories, learner related knowledge, ELT research methods, and teacher related knowledge. The findings can help training educated teachers to be familiar with various aspects of the CK.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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