scholarly journals THE STATUS QUO OF TEACHER-TRAINING COURSES IN THE IRANIAN EFL CONTEXT: A FOCUS ON MODELS OF PROFESSIONAL EDUCATION AND DYNAMIC ASSESSMENT

2016 ◽  
Vol 3 (Special) ◽  
pp. 89 ◽  
Author(s):  
ABBAS A. REZAEE ◽  
MAHSA GHANBARPOUR
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Professional Education ◽  
Participant Observation ◽  
Dynamic Assessment ◽  
Status Quo ◽  
Content Analyses ◽  
The Status ◽  
Training Courses

Given that Teacher-Training Courses (TTC’s) have responsibility for assisting prospective teachers with building up a repertoire of technical and pedagogic knowledge, the systematically evaluation of such courses is regarded as seminal (Lynch, 2003 and Peacock, 2009). Therefore, the present study is an attempt to (a) probe into the way professional expertise is acquired by preservice Iranian EFL teachers, (b) analyze the instructional content of TTC’s currently held in Iran, with a focus on teachings on Dynamic Assessment (DA), and (c) examine preservice teachers’ and TTC trainers’ opinions about the TTC’s. To this end, 9 purposefully selected TTC’s were observed, employing participant observation, and content analyses were carried out on their syllabi. Also, 107 TTC participants filled out a questionnaire, and 14 TTC instructors were interviewed; the sampling of the TTC participants and instructors was nonprobability convenient. Results of descriptive statistics showed that accounting for 84.73% of all the instructional attempts, the craft model was the most frequently prevalent model of teacher learning. Content analyses and preservice teacher questionnaire results signified that writing skill was marginalized in all the courses, and none of them included instructions on DA in their syllabi. Open, selective, and axial coding as well as content analyses of the collected data gave rise to eight themes delineating major areas fueling the current research-practice divide in the TTC syllabi. Findings of the study provide an opportunity to examine the status quo, strengths, and weaknesses of the TTC’s. The eight identified impediments to the employment of research in pedagogy could help reach a framework for factors that might induce TTC organizers to disregard the implication of relevant research findings for the courses they run.

Ideologies of Gender on Television in India

2002 ◽  
Vol 9 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Divya C. Mcmillin
Keyword(s):  
Narrative Analysis ◽  
Nation Building ◽  
Critical Discussion ◽  
Status Quo ◽  
Female Leadership ◽  
Prime Time ◽  
Analysis Method ◽  
National Network ◽  
Content Analyses ◽  
The Status

Content analyses of Indian television programmes on the national network Doordarshan in the 1980s have shown that prime-time shows cast women as docile homemakers and as objects of male desire. This paper uses a critical postcolonial theoretical framework and narrative analysis method to detect ideologies of gender from programmes randomly selected from a month's menu of the transnational, national and regional television networks in the country. A broad conclusion is that Indian television in the late 1990s perpetuates, across channels, the 1980s' stereotypical images of women, images that have their roots in Vedic, colonial, and nationalist literature. The status quo is explained through a critical discussion of the framing of 'woman' in colonial and postcolonial nation-building efforts. The paper also points to the emerging genre of hybrid programming, where the greater incidence of female veejays and talk show hosts paves the way for the expression of female leadership and desire, and leads to more positive television portrayals of women in the 21st century.

Advancing Practice through Continuing Professional Education: The Case for Reflection

2002 ◽  
Vol 65 (5) ◽  
pp. 237-241 ◽  
Author(s):  
Anne E K Roberts
Keyword(s):  
Continuing Education ◽  
Professional Practice ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Status Quo ◽  
Short Discussion ◽  
Discussion Paper ◽  
Essential Component ◽  
The Status ◽  
Reflection On Practice

This short discussion paper is inspired by the belief that continuing education is an essential catalyst for advancing professional practice. It proposes that reflection on practice is an essential component of continuing professional education and that experienced practitioners must reflect on practice in order both to develop personally and to move the profession forward. Inevitably, this entails questioning the status quo, facing conflict and initiating change. These processes are discussed here and the discussion concludes by considering some strategies for incorporating reflection through continuing professional education.

scholarly journals PLATON: Developing a Graphical Lesson Planning System for Prospective Teachers

2019 ◽  
Vol 9 (4) ◽  
pp. 254
Author(s):  
Sven Strickroth
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Lesson Planning ◽  
Domain Model ◽  
Planning System ◽  
Major Drawback ◽  
Self Reflection ◽  
Positive Effects ◽  
Perception Of Time

Lesson planning is both an important and demanding task—especially as part of teacher training. This paper presents the requirements for a lesson planning system and evaluates existing systems regarding these requirements. One major drawback of existing software tools is that most are limited to a text- or form-based representation of the lesson designs. In this article, a new approach with a graphical, time-based representation with (automatic) analyses methods is proposed and the system architecture and domain model are described in detail. The approach is implemented in an interactive, web-based prototype called PLATON, which additionally supports the management of lessons in units as well as the modelling of teacher and student-generated resources. The prototype was evaluated in a study with 61 prospective teachers (bachelor’s and master’s preservice teachers as well as teacher trainees in post-university teacher training) in Berlin, Germany, with a focus on usability. The results show that this approach proofed usable for lesson planning and offers positive effects for the perception of time and self-reflection.

ICT Competency Framework and Training Strategies

2013 ◽  
Vol 380-384 ◽  
pp. 1977-1981
Author(s):  
Shu Hua Wang
Keyword(s):  
Teacher Training ◽  
Status Quo ◽  
Competency Framework ◽  
Bilingual Teachers ◽  
Review Of Literature ◽  
The Status ◽  
Training Strategies ◽  
And Training

This paper intends to construct a competency framework for bilingual teachers in universities of China on the review of literature on this topic home and abroad. The author mentions the necessity of setting up an ICT competency standard and proposes an ICT competency framework for bilingual teachers; according to the status quo of teachers using ICT in teaching, suggestions are put forward on teacher training.

scholarly journals A influência de um curso de formação de professores para a constituição docente / The influence of a teacher training course...

2019 ◽  
Vol 9 (2) ◽  
pp. 284
Author(s):  
Camila Cantarelli ◽  
Bruno Milani ◽  
Sérgio Guilherme Schlender ◽  
Andreia Inês Dillenburg
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Teacher Training ◽  
Professional Education ◽  
Teaching Practice ◽  
Positive Impact ◽  
Education Teacher ◽  
Training Course ◽  
Training Courses ◽  
Self Formation

No atual cenário educacional verifica-se a criação de cursos de formação de professores, voltados à portadores de diploma de educação superior na modalidade bacharel que pretendam se dedicar a docência. Neste cenário objetiva-se com o presente estudo analisar a influência da formação nestes cursos na prática docente de três de seus discentes. A pesquisa pode ser classificada como qualitativa, básica, descritiva e biográfica. As entrevistas foram analisadas de acordo com os procedimentos de Delory-Momberger (2012, p. 533). Entre os diversos resultados, destaca-se a presença de uma crítica à prática de seus mestres, uma autoformação da prática e visão docente por meio da associação entre teoria e a execução da própria prática profissional e docente, bem como uma influência do curso no modo de constituir-se professor. Compreende-se, partindo da análise dos dados que o curso obteve um impacto positivo na prática vivenciada, reflexiva e crítica de ser professor.Palavras-chave: Educação profissional; Formação de professores; Prática docente. ABSTRACT: In the current educational scenario there is the creation of teacher training courses, aimed at those with a bachelor degree in higher education who wish to dedicate themselves to teaching. In this scenario the objective of this study is to analyze the influence of training in these courses on the teaching practice of three of its students. The research can be classified as qualitative, basic, descriptive and biographical. The interviews were analyzed according to Delory-Momberger's procedures (2012, p. 533). Among the various results, there is the presence of a criticism of the practice of their masters, a self-formation of the teaching practice and vision through the association between theory and the execution of the professional and teaching practice itself, as well as an influence of the course in the way to constitute as a teacher. It is understood from the data analysis that the course had a positive impact on the lived, reflective and critical practice of being a teacher.Keywords: Professional education; Teacher training; Teaching practice.

scholarly journals Media Pedagogy in German and U.S. Teacher Education

Comunicar ◽  
2016 ◽  
Vol 24 (49) ◽  
pp. 19-28 ◽  
Author(s):  
Jennifer Tiede ◽  
Silke Grafe
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Status Quo ◽  
Teacher Education Programs ◽  
Pedagogical Issues ◽  
Media Pedagogy ◽  
The Status ◽  
The Usa ◽  
International Comparative ◽  
Medios De Comunicacion

Various research works and practitioners conclude that media pedagogy should be integrated in teacher education in order to enable future teachers to use media for their lessons effectively and successfully. However, this realization is not necessarily reflected in actual university curricula, as preservice teachers at some places can still finish their studies without ever dealing with media pedagogical issues. To understand, assess and eventually improve the status of media pedagogical teacher education, comprehensive research is required. Against this background, the following article seeks to present a theory-based and empirical overview of the status quo of preservice teachers’ pedagogical media competencies focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competencies from both countries will be introduced and the extent to which these competencies have become part of teacher education programs and related studies will be summarised. Afterwards, method and selected results of a study will be described where the skills in question were measured with students from both countries, based on a comprehensive model of pedagogical media competencies that connects German and international research in this field. The international comparative perspective will help broaden the viewpoint and understand differences, but also similarities. These data serve to identify different ways of integrating media pedagogy into teacher training and draw conclusions on the consequences these processes entail for preservice teachers and their pedagogical media competencies. Varios estudios de investigación y de práctica llegan a la conclusión de que la pedagogía de los medios debe integrarse en la formación de profesores para que estos futuros docentes puedan utilizar los medios de comunicación en sus clases con eficacia y éxito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formación pueden llegar al término de sus estudios sin haber abordado cuestiones de educación en medios. Para comprender, evaluar y más adelante mejorar la situación actual de la formación del profesorado en el ámbito de la pedagogía de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situación, el siguiente artículo presenta un resumen del «statu quo» de las competencias en pedagogía de los medios de los futuros profesores, centrándose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedagógicas mediáticas de ambos países e intentaremos responder a la pregunta si estas competencias son promovidas por los programas de formación del profesorado. Después, se describirán el método y resultados seleccionados de un estudio que midió las competencias en pedagogía de los medios de estudiantes de ambos países, estudio basado en un modelo generalizador de competencias pedagógicas mediáticas que conectan la investigación alemana e internacional en este campo. La perspectiva internacional comparada ayuda a extender perspectivas y comprender diferencias y similitudes. Los datos de este estudio sirven para identificar diferentes formas de integrar la pedagogía de los medios de comunicación en la formación del profesorado. Además, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formación y sus competencias mediáticas.

scholarly journals Adulteration of the Igbo Language Through Multilingualism in South-Eastern Nigeria

2021 ◽  
Vol 2 (4) ◽  
pp. 1-8
Author(s):  
Virginus Onyebuchi Aruah
Keyword(s):  
Language Contact ◽  
Participant Observation ◽  
Status Quo ◽  
Essay Writing ◽  
Speech Communities ◽  
Different Types ◽  
The Status ◽  
Descriptive Approach ◽  
Linguistic Structures ◽  
Bold Face

The study seeks to find out the linguistic adulteration of the Igbo language through a sociolinguistic process known as multilingualism. Many scholars are lamenting that the Igbo language is going into extinction just because it is losing its original linguistic structures via multilingualism. Such alteration brings to the limelight of the study in order to address these issues on Nigerian indigenous languages in general and the Igbo language in particular. A descriptive approach is used to harvest some of these language contact issues among the Igbo populace and language. A random sampling is used to ascertain the population of the five Igbo states: Abia, Anambra, Ebonyi, Enugu and Imo States on how communication and written aspects of the language have been dealt with negatively. Participant observation and students’ essay writing in the Igbo language are used to collate these sub-standard Igbo grammar structures. The study expounds at a length the intricacy of the proper Igbo written forms and as well as pulling the Igbo language away from the effects of multilingualism. The findings of the study prove that the different types of multilingualism abound among the Igbo language native users. They also exemplify some linguistic related issues on the bold face of multilingualism among the Igbo interlocutors and how they vary among the Igbo speech communities in Nigeria. The study also finds out the effects of multilingualism on the standard Igbo teaching. The study goes further in suggesting some quintessential solutions to recuperate the status quo of the Igbo language.

scholarly journals Iranian EFL Teachers' Perceptions Toward Teacher Training Courses

2021 ◽  
Vol 4 (12) ◽  
pp. 63-76
Author(s):  
Atefeh Nikoobin
Keyword(s):  
Teacher Training ◽  
Point Of View ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Interview Session ◽  
Efl Teachers ◽  
The Status ◽  
Training Courses ◽  
Teachers Attitudes ◽  
Teachers Perspectives

The present study aimed to evaluate teacher training courses (TTCs) in several institutes in Isfahan, Iran, to explore the teachers' perspectives on the status and characteristics of this program. More specifically, this study sought language teachers' perceptions on the aspects (duration, intensity, instructors, practicum) and contents (topics covered in the program, teaching the skills, theory) of the TTC program they attended. For this purpose, 34 language teachers were required to fill out a questionnaire to explore participant teachers' attitudes toward the TTC program elements. Furthermore, the teachers were invited to an interview session in order to share their opinions about the overall usefulness of teacher training courses they had attended. The findings revealed that, overall, the teachers were satisfied with different elements of this program. From the teachers ' point of view, the most useful aspect and content of the program were "instructors" and "teaching the skills", respectively.

Sign in / Sign up

Export Citation Format

Share Document