scholarly journals Content, Language and Method Integrated Teacher Training (CLMITT) in Training Teachers of English as a Foreign Language (EFL) and Beyond

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Agnes Orosz
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
English Language Development ◽  
Student Perspective ◽  
Teaching Methodologies ◽  
Course Content ◽  
Initial Teacher Training ◽  
Ideal Approach ◽  
Teacher Trainer

<p>Content, Language and Method Integrated Teacher Training (CLMITT) is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language). Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning <em>about</em> a teaching model or strategy but also <em>experiencing </em>it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT) Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.</p>

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.

Integrating Technology on Initial Training Courses

2011 ◽  
Vol 1 (2) ◽  
pp. 55-71
Author(s):  
Marisa Constantinides
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Teachers ◽  
Regular Part ◽  
Initial Training ◽  
Foreign Language Teachers ◽  
Integrating Technology ◽  
Training Courses ◽  
Teacher Trainers ◽  
Teacher Trainer

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

scholarly journals IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES

2017 ◽  
Vol 75 (2) ◽  
pp. 194-203
Author(s):  
Nina Raud ◽  
Olga Orehhova
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Education Policies ◽  
Efl Teachers ◽  
Service Training ◽  
Training Programmes

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.

scholarly journals Recordar el pasado… insumo para reflexionar sobre cómo enseñar ciencias naturales / Beyond the Past... a Pause to Thought How to Teach Natural Sciences

2016 ◽  
Vol 3 (1) ◽  
pp. 73-80
Author(s):  
Maria Mercedes Jimenez Narvaez
Keyword(s):  
Teacher Training ◽  
Research Area ◽  
Learning To Teach ◽  
Natural Sciences ◽  
Main Aspect ◽  
Future Teachers ◽  
Teaching Methodologies ◽  
Initial Teacher Training ◽  
The Past ◽  
Futuros Maestros

ABSTRACTOn the research area of Sciences Teacher Training one main aspect of reflection is the question of how teachers learn to teach. From the study of Lortie (1975) until the current decade, it is reiterated that one of the main influences on learning to teach the own experience that students -future teachers- lived during its school days. Then, as part of a course of initial teacher training, it was implemented an activity called how I was taught and how I learned natural sciences? The written answers are socialized and analyzed with the group. This exercise has been adopted in each semester course Teaching of Science II (2013 - 2014), and results are currently being systematized by the author. The emerged categories are repeatedly related to: the curriculum (aims, contents and grades); the teaching methodologies (strategies and activities that they lived); the evaluation forms; their motivations and frustrations as students; and relationships with teachers in one way or another feel they marked their own experience. The challenge ... mobilize students' acting to plan their future as independent professionals, critics who regulate their own learning to teach.RESUMENEn la línea sobre formación de docentes de ciencias uno de los aspectos que genera inquietud, es la pregunta de cómo aprenden a enseñar los profesores. Desde el estudio de Lortie (1975), hasta la década actual, se reitera que una de las influencias en el aprender a enseñar esta dada por las experiencias que los estudiantes –futuros maestros– vivieron en su época escolar. Entonces, en el marco de un curso de formación inicial de profesores, se implementa al inicio del mismo, una actividad llamada ¿cómo me enseñaron y cómo aprendí ciencias naturales?, a través de la cual los estudiantes realizan escritos, que posteriormente son socializados y analizados en el grupo. Este ejercicio ha sido adoptado en cada semestre del curso de Didáctica de las Ciencias II (2013 – 2014), y sus resultados están siendo sistematizados actualmente por la profesora que lo orienta. Las categorías que emergen reiteradamente están relacionadas con el currículo (propósitos, contenidos y grados escolares); metodologías de enseñanza (estrategias y actividades que vivieron); formas de evaluación; sus motivaciones o frustraciones como estudiantes; y las relaciones con los profesores que de una u otra forma sienten que marcaron su propia experiencia. El reto… movilizar su actuar para proyectar su futuro como profesionales autónomos, críticos que regulan su propio aprender a enseñar. Contacto principal: [email protected]

scholarly journals Methodological Support Of Teacher Training In English Language Teacher’s Development

2020 ◽  
Vol 02 (12) ◽  
pp. 313-317
Author(s):  
Shukurova Marifat Xodjiakbar Qizi ◽  
◽  
Omina Mukhiddinova Sharofiddin Qizi ◽  
Abdurakhmon Norinboev Vokhidovich ◽  
◽  
...  
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
English Language ◽  
Communication Technologies ◽  
Learning Processes ◽  
Efl Teachers ◽  
Methods And Techniques ◽  
Information And Communication

Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

scholarly journals Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language

e-TEALS ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Carlos Ceia
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Research Policy ◽  
Small Sample ◽  
National Standards ◽  
Small Scale ◽  
Research Projects ◽  
Initial Teacher Training

Abstract Research-oriented programs related to pre-service teacher education are practically non-existent in many countries. Since in Portugal we now have a stable legal system for initial teacher training, how can we help these countries to respond to their teacher training needs and accomplish these same standards? How can we create an international program at MA level that could serve such an objective? What are the research priorities for teachers in primary and secondary education? I will claim for a new general research policy using small-scale research projects in foreign language teaching (FLT), which illustrated a turning point in advanced research in foreign languages teacher training. Presently, researchers no longer narrow their inquiries into linguistic questions or school and student-centered actions. Instead, they focus on a range of issues such as teacher-centered actions, beliefs and policies, and aspects of FLT such as literacy education, special educational needs or methods for teaching gifted students. Despite a lack of funding at all levels, many research projects in teacher education have been undertaken, and new areas have been explored, such as didactic transposition, literary and information literacies, intercultural learning, corpora in FLT, new information and communication technologies in FLT, interlingual inferencing, national standards for foreign language education, FLT for specific purposes, digital narratives in education, CLIL, assessment, and language learning behaviors. This small sample of the many areas covered proves that advanced research in teacher education can also be very useful to promote the growing interest in further internationalization in other sciences (beyond human and social areas) traditionally linked to politics, business and industry (computing, chemistry, biology, medicine, etc.), something that can only be attained by focusing on multilingualism, multi-literacy and lifelong learning.

scholarly journals SHAPING PRODUCTIVE CULTURAL CONTENT FOR EFL MATERIALS IN CONTEMPORARY RUSSIAN ELT PRACTICES

2019 ◽  
Vol 34 (108) ◽  
pp. 319-333
Author(s):  
Peter J. Mitchell ◽  
Andrei G. Shilnov
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Language Teaching ◽  
The Past ◽  
Teaching Context ◽  
Cultural Content

The article attempts to develop guidelines for the inclusion / non-inclusion of specific cultural content into EFL materials for contemporary ELT practices in Russia. Cultural circumstances surrounding the ELT practices in today’s Russia and their connection with the past are analyzed. Some approaches to the usage of materials are considered, with examples of specific published and online materials provided. An exemplar of a lesson plan on a thought-provoking topic with sample activities and materials is presented based on the approaches and principles described. A conclusion is made on the necessity of offering teacher training on shaping productive cultural content for EFL materials that are appropriate to the teaching context. Keywords: English language teaching (ELT), English as a foreign language (EFL), textbook, cultural content.

scholarly journals Implementing Communicative Approaches in English Language Teaching: The Case of Burkina Faso

2021 ◽  
Vol 3 (11) ◽  
pp. 52-56
Author(s):  
Esther Some-Guiebre
Keyword(s):  
Foreign Language ◽  
Burkina Faso ◽  
English Language ◽  
English Language Teaching ◽  
Teaching Methodologies ◽  
Units Of Analysis ◽  
Efl Teaching ◽  
Thematic Units ◽  
Definition Of ◽  
Teacher Supervisors

This article explores the implementation of communicative approaches in English as a foreign language (EFL) teaching in Burkina Faso. Ten years after the revision of the syllabi, the implementation of communicative approaches in EFL teaching is still lagging. Teachers are still struggling to enact communicative approaches in the classroom. This article seeks to understand the factors that hinder the achievement of the communicative goals set by policymakers. This article investigates those hindrances under the lens of teachers who are the expected enactors of communicative approaches in the classroom. It used a mixed methodology for data collection, and the participants are teachers and teacher supervisors. Data analysis consisted of the integration of quantitative data into qualitative thematic units of analysis. The findings revealed that the implementation of communicative approaches did not go beyond the definition of the communicative goal and the design of communicative syllabi. The textbooks and the teaching methodologies remained traditional and teachers did not receive appropriate contextualized training to apply communicative approaches in their classes.

Integrating Technology on Initial Training Courses

2012 ◽  
pp. 230-245
Author(s):  
Marisa Constantinides
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Teachers ◽  
Regular Part ◽  
Initial Training ◽  
Foreign Language Teachers ◽  
Integrating Technology ◽  
Training Courses ◽  
Teacher Trainers ◽  
Teacher Trainer

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

scholarly journals An Evaluation of Local Mentor Support in AE E-Teacher Educational Technology Integration Online Teacher Training Course

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Yasemin Yelbay Yilmaz ◽  
Seher Balbay
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Training ◽  
Online Survey ◽  
English Language ◽  
Practical Implementation ◽  
Course Content ◽  
Teacher Training Programs ◽  
Mentor Support ◽  
Online Teacher Training

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates’ emotional and professional attachment to their profession by helping them relate theory to contextualized educational settings, it can still be improved by the integration of more interactive tasks that would help the attendees refer to specific practical implementation of the educational technology tools introduced in the program.

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