scholarly journals Incorporating Video-Mediated Reflective Tasks in MATESOL Programs

2014 ◽  
Vol 31 (2) ◽  
pp. 1 ◽  
Author(s):  
Caroline Payant
Keyword(s):  
Preservice Teachers ◽  
Knowledge Base ◽  
Practical Knowledge ◽  
Educational Practice ◽  
Pedagogical Knowledge ◽  
Teaching English ◽  
Esl Teachers ◽  
Speakers Of Other Languages ◽  
Langue Seconde ◽  
Master Of Arts

Unlike the observed trends in general teacher education, the use of videos as a re-flective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 non- native-speaking preservice teachers used the videos of their own microteaching performances to mediate their reflective practices. The results from the qualitative analysis of the participants’ post-microteaching reflective reports showed that they used videos to explore their professional and non-native identities, practical knowledge base, and pedagogical knowledge base. The results are discussed with respect to their implications for educational practice with preservice ESL teachers.Contrairement aux tendances générales observées dans la formation des en- seignants, l’emploi des vidéos comme outils de réflexion lors de la formation d’enseignants d’anglais langue seconde (ALS) n’a pas fait l’objet d’étude dans le cadre des programmes de maitrise en enseignement de l’anglais aux apprenants étrangers (MATESOL). L’étude qualitative présente porte sur l’emploi qu’ont fait 5 enseignants de langue maternelle étrangère en formation de vidéos de leur microenseignement comme outils d’intervention auprès de leurs pratiques réflex- ives. Les résultats de l’analyse qualitative des rapports réflexifs rédigés par les participants après leur microenseignement indiquent qu’ils se servent des vidéos pour explorer leurs identités comme professionnels et locuteurs étrangers, ainsi que leur base de connaissances pratiques et pédagogiques. On discute des résultats par rapport à leur incidence sur la pratique éducative des enseignants d’ALS en formation.

Pedagogical Knowledge Acquisition During the Practicum

2020 ◽  
Vol 13 (1) ◽  
pp. 118-129
Author(s):  
Raquel Gómez ◽  
Juanjo Mena ◽  
María-Luisa García Rodríguez
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Pedagogical Knowledge ◽  
Important Process ◽  
Primary School Students ◽  
School Students ◽  
Teaching Tools ◽  
Depth Learning

Teacher reflection is widely considered as an important process that provides in-depth learning experiences to preservice teachers. Portfolios and teachers' diaries are commonly used teaching tools to funnel one's own critical thoughts about practice. It is also common to analyse the teaching practice in the practicum through the guidance of expert teachers who act as mentors. Both ways are crucial to organise preservice teachers' practical knowledge acquired in the schools. The objective is to determine under which learning situations (individual reflection vs. mentoring interaction) knowledge is better acquired and determines the differences between preservice teachers. Five preservice teachers were recorded giving a regular lesson to primary school students. Data was analysed by following the PDA model that divides the content in narrative and inferential. Main results reveal that practical knowledge is mostly elicited with the help of a mentor and mostly inferential. There were minimal significant differences among preservice teachers.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

scholarly journals A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil

2017 ◽  
Vol 30 (2) ◽  
pp. 133 ◽  
Author(s):  
Paula Grizzo Gobato ◽  
Aline Maria De Medeiros Rodrigues Reali
Keyword(s):  
Beginning Teachers ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Pedagogical Knowledge ◽  
Experienced Teachers ◽  
Specific Content

O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching

Development of pragmatic competence among L2 learners

2021 ◽  
Vol 13 (2) ◽  
pp. 153-172
Author(s):  
Shannon M. Hilliker ◽  
Chesla Ann Lenkaitis ◽  
Barbara Loranc-Paszylk
Keyword(s):  
Data Analysis ◽  
Teacher Candidates ◽  
Video Conferencing ◽  
Pragmatic Competence ◽  
Teaching English ◽  
Pragmatic Awareness ◽  
Compliment Responses ◽  
L2 Learners ◽  
Speakers Of Other Languages ◽  
Primary Focus

Abstract Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.

Using Culturally and Linguistically Diverse Electronic Storybooks in ESL Teacher Education

2015 ◽  
pp. 209-237
Author(s):  
Ho-Ryong Park ◽  
Deoksoon Kim
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Use ◽  
Lesson Plan ◽  
Linguistically Diverse ◽  
Online Discussions ◽  
Electronic Storybooks ◽  
Speakers Of Other Languages ◽  
Based Instruction ◽  
Task Based Instruction

In this chapter, a qualitative approach used to investigate the experiences and learning of 110 preservice teachers in English for speakers of other languages (ESOL) courses when they read electronic storybooks for their school projects. During their online class, participants were asked to read one culturally and linguistically familiar electronic storybook (e-storybook), develop a reading lesson plan, and participate in two online discussions after reading four culturally and linguistically familiar or unfamiliar e-storybooks. After these discussions, the participants revised their lesson plans. The findings provide insight into what ESOL preservice teachers learn and the strategies they use in reading e-storybooks. The participants revised the original lesson plan based on these reading experiences and learned about their future students who will study English as a second language. The article concludes by discussing the influence of this online task-based instruction on ESOL preservice teachers' learning and technology use in teacher education courses.

Teaching the Sociolinguistics of Tourism

2018 ◽  
pp. 214-228
Author(s):  
Richard W. Hallett
Keyword(s):  
Second Language ◽  
Graduate Program ◽  
State University ◽  
Teaching English ◽  
Spring Semester ◽  
Graduate Course ◽  
Tourism Studies ◽  
Master Of Arts ◽  
Tourism Websites ◽  
First Time

In the spring semester of 2012 the author taught a new course in the graduate program in linguistics at a comprehensive state university in a large American metropolis: Language and Tourism. For the first time in at this university, a graduate course focusing solely on the analysis of tourism materials, e.g. official tourism websites, travel programs, brochures, etc., was offered as an elective to students who had taken a sociolinguistics course without such a narrow focus. Thirteen students pursuing their Master of Arts (MA) degrees – twelve in the MA Program in Linguistics and one in the MA Program in Teaching English as a Second Language (TESL) – enrolled in and successfully completed this course. This chapter, which provides an overview of a graduate level linguistics course in Language and Tourism based on the author's critical reflections on teaching (Brookfield, 2017), offers suggestions for how sociolinguistic concepts can be taught through the study of tourism and encourages more linguistic-based research in the instruction of tourism studies.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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