Shifting Gears: A Study of Foreign Language Teachers on an In-service Teacher Education Programme

2006 ◽  
Vol 12 (8) ◽  
pp. 287-294
Author(s):  
Jeanette Morris ◽  
Jennifer Yamin-Ali
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Education Programme ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Teacher Education Programme

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

Social Media and Foreign Language Teacher Education

2017 ◽  
pp. 261-277
Author(s):  
Jiahang Li
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Foreign Language ◽  
Teaching Practices ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Media Integration ◽  
Actual Teaching

This chapter will focus on examining how instructors who are preparing foreign language teachers, both pre-service and in-service, integrate social media in their teaching practices to gain more insights on what beliefs these instructors hold and what differences and similarities between their beliefs and actual teaching practices about social media integration in foreign language teacher education. The chapter will first provide a literature review about the general beliefs that instructors held on the integration of social media and foreign language teacher education. Next, promising examples of the integration of social media in foreign language teacher education will be provided. Last but not least, affordances and challenges of the integration of social media and foreign language teacher education will be discussed, followed by implications and future directions.

scholarly journals Interdyscyplinarny charakter nauczania języka niemieckiego a zdobycie kompetencji w drugim przedmiocie jako szansa dla nauczyciela języka obcego drugiego na rynku pracy

Neofilolog ◽  
2019 ◽  
pp. 109-122
Author(s):  
Małgorzata Niemiec-Knaś
Keyword(s):  
Teacher Education ◽  
Labor Market ◽  
Foreign Language ◽  
Education Reform ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
School Subject ◽  
Teacher Education Reform ◽  
Current Perspective

The current perspective of teaching German as a second or foreign language is very important in the context of teacher education reform. This article addresses the questions associated with the notion of interdisciplinarity in foreign language teaching and teacher education. The key question is how to prepare foreign language teachers for the difficult labor market. Two aspects are relevant to a future German teacher: one is professional knowledge on teaching German as a foreign language, the second is the knowledge and ability of teaching the second school subject.

Professional development of future foreign language teachers during short-term exchanges

2018 ◽  
Vol 26 (2) ◽  
pp. 103-112
Author(s):  
Christian Helmchen ◽  
Sílvia Melo-Pfeifer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Professional Values ◽  
Foreign Language Teachers ◽  
Short Term ◽  
Content Type ◽  
Exchange Programs

Purpose The purpose of this paper is to analyze the self-perceived influence of short-term exchanges in schools abroad on future foreign language teacher’s professionalization, regarding professional values and pedagogy and practice. It grasps students’ changes in the perception of values attached to short-term exchanges in a professional setting. Design/methodology/approach In the scope of the European project SPIRAL, four prospective foreign language teachers attended a two-week internship at schools in another country. This paper explores, resorting to a combined content and discourse analysis, their letters of motivation (two months before the exchange), emails sent individually to the local coordinator (one week after the arrival) and a focus-group interview (two months after the arrival). Findings Future foreign language teachers change their focus when referring to the values attached to their experiences at schools abroad: from an initial focus on language skills improvement, they come to value the intercultural pedagogic experience they lived, focusing on differences and similarities between professional values and pedagogical practices across the contexts. Practical implications A generalized introduction of professional exchange programs, both in pre-service and continuing teacher education, could improve teachers’ perceptions of global structural, educational, political and curricular contexts and demands. It would also help the teachers decenter from educational practices and professional habitus taken for granted, and raise their awareness of what it means to be educated and professionalized in other contexts. Originality/value Few studies have focused on short-term exchanges and their impact on teachers’ professional development. The present paper highlights the pedagogical, intercultural and identity-building potential of short-term exchanges in foreign language teacher education.

scholarly journals Classroom Management: A Persistent Challenge for Pre-Service Foreign Language Teachers

2015 ◽  
Vol 17 (2) ◽  
pp. 81-99 ◽  
Author(s):  
Diego Fernando Macías ◽  
Jesús Ariel Sánchez
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Classroom Management ◽  
Teacher Education Program ◽  
Descriptive Study ◽  
Public University ◽  
Language Teachers ◽  
Management Skills ◽  
Foreign Language Teachers ◽  
Qualitative Descriptive

<p>This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers’ classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills.</p><p>Este estudio cualitativo descriptivo buscó determinar en qué medida el manejo de clase constituye un problema para docentes practicantes de lenguas extranjeras en un programa de licenciatura en inglés en una universidad pública Colombiana. El estudio buscó identificar los desafíos de manejo de clase, el enfoque para afrontarlos, y las alternativas para mejorarlos. Los resultados revelaron que el manejo de clase es un problema serio que va desde condiciones inadecuadas del salón hasta actos explícitos de indisciplina. Establecer reglas y consecuencias por indisciplina fueron el principal enfoque de manejo de clase mientras que mayor contacto con sitios de práctica y aprender de otros con experiencia fueron alternativas de mejoramiento.</p>

scholarly journals Explorando a construção de identidades nas interações entre professor e aluno na aula de língua estrangeira: reflexões para a prática didática

2017 ◽  
Vol 15 (2) ◽  
Author(s):  
Roberta Ferroni ◽  
Maria Helena Araújo e Sá
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Social Role ◽  
Mother Tongue ◽  
Language Teachers ◽  
Methodological Framework ◽  
Foreign Language Teachers ◽  
The Social ◽  
Language Classrooms ◽  
Pedagogical Approaches

Resumo O presente artigo propõe-se obter informações sobre o estilo pedagógico de um professor em formação a partir do estudo dos atos de identidade, com os quais os falantes, nas trocas comunicativas, revelam sua identidade e o papel social que almejam alcançar e que são produzidos pelos aprendizes de italiano língua estrangeira na aula de língua. Como referência teórica e metodológica, adotaremos uma abordagem interessada na observação do funcionamento interacional como espaço de mobilização e de construção das competências de linguagem em situações pedagógicas. A análise, realizada com base em macrounidade chamadas passos pedagógico-didáticos, nos permitiu identificar algumas necessidades do professor quanto aos aspectos que ele é capaz ou não de explorar em sala de aula e a consequente construção de planos globais de formação. Palavras-Chave: Atos de identidade. Interação. Formação.   Abstract This article studies acts of identity – the linguistic comments with which speakers, in communicative exchanges, reveal their identity and the social role they wish to play – produced in interactions between the teacher and the student, by learners whose mother tongue is typologically similar to the foreign language they are learning. The analysis of the identity roles performed by learners in foreign language classrooms, in relation to the pedagogical approaches, allow us to identify some necessary characteristics of the teacher as to the aspects they are able or unable to explore in the classroom and the consequent construction of global teacher education plans. As the theoretical and methodological framework, we will follow an approach based on references extracted from studies covering the training of foreign language teachers. Keywords: Acts of identity. Interaction. Teacher Education.

scholarly journals Świadomość własnego procesu uczenia się języków obcych przyczynkiem do innowacyjnych działań dydaktycznych. W stronę dydaktyki wielojęzyczności w początkowym kształceniu nauczycieli

Neofilolog ◽  
2019 ◽  
pp. 89-108
Author(s):  
Radosław Kucharczyk ◽  
Krystyna Szymankiewicz
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
The Self ◽  
Self Awareness ◽  
Initial Training ◽  
Foreign Language Teachers ◽  
Innovative Teaching ◽  
Definition Of

The aim of this article is to reflect on the initial training of teachers in line with the assumptions of multilingual didactics. A definition of plurilingual competence is given at the beginning of this article. We then discuss briefly about the main assumptions of plurilingual teaching. The next part of the article deals with the philosophy of educating future foreign language teachers in philological studies, which should be largely based on reflection. The article concludes with the analysis of data obtained from students participating in teacher education classes. The aim of the study was to diagnose whether the self-awareness of potential subjects, as given to them by the multilingual competence, could contribute to innovative teaching.

Social Media and Foreign Language Teacher Education

2018 ◽  
pp. 279-295
Author(s):  
Jiahang Li
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Foreign Language ◽  
Teaching Practices ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Media Integration ◽  
Actual Teaching

This chapter will focus on examining how instructors who are preparing foreign language teachers, both pre-service and in-service, integrate social media in their teaching practices to gain more insights on what beliefs these instructors hold and what differences and similarities between their beliefs and actual teaching practices about social media integration in foreign language teacher education. The chapter will first provide a literature review about the general beliefs that instructors held on the integration of social media and foreign language teacher education. Next, promising examples of the integration of social media in foreign language teacher education will be provided. Last but not least, affordances and challenges of the integration of social media and foreign language teacher education will be discussed, followed by implications and future directions.

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