TOWARDS A PAN-HISPANIC COMPETENCE IN THE TRAINING OF SPANISH AS FOREIGN LANGUAGE TEACHERS IN PORTUGAL: ANALYSIS OF TRAINING COURSES AND COURSE BOOKS REGARDING CONTENT RELATED TO HISPANIC AMERICA

This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.

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Integrating Technology on Initial Training Courses

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2011040105 ◽

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.

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Integrating Technology on Initial Training Courses

Explorations of Language Teaching and Learning with Computational Assistance ◽

10.4018/978-1-4666-1855-8.ch015 ◽

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.

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The use of training courses in the development of future english teachers’ foreign language communicative competence

The Pedagogical Process Theory and Practice ◽

10.28925/2078-1687.2018.4.6470 ◽

2018 ◽

pp. 64-70

Author(s):

V. Revenko

Keyword(s):

Foreign Language ◽

Professional Growth ◽

Professional Training ◽

Communicative Competence ◽

Experimental Testing ◽

English Teachers ◽

Language Teachers ◽

Intermediate Level ◽

Foreign Language Teachers ◽

Training Courses

The article is focused on the presentation of the content and the approbation results of professional growth training courses. They are aimed at developing separate components of future English teachers’ foreign language communicative competence. The experiment results testify the efficiency of professional growth training courses for prospective foreign language teachers’ professional training optimization. The data of post-experimental testing show the increasing number of students with a high and intermediate level of foreign language communicative competence.

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