scholarly journals Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

2020 ◽  
Vol 14 (2) ◽  
pp. 219-224
Author(s):  
Abid Abid
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training Program ◽  
Teacher Educators ◽  
Structured Interview ◽  
Research Approach ◽  
Teacher Training Program ◽  
Efl Teacher ◽  
L1 Use ◽  
The Many

The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output. 

Evaluation of an EFL Teacher Training Program in Japan

2018 ◽  
Vol 12 (1) ◽  
pp. 25-45
Author(s):  
Mieko Yamada
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training Program ◽  
Teacher Training Program ◽  
Teacher Trainees ◽  
Efl Teacher ◽  
Efl Learning

This article presents a study undertaken to evaluate how effectively an English as a Foreign Language (EFL) training program helps Japanese EFL teacher trainees prepare for their future positions. Data were collected via both interviews and surveys. Interviews were first conducted with Japanese teacher trainees enrolled in the program to identify concerns related to their EFL learning and teacher training. Since the interviews revealed potential areas for a new direction in the EFL curricula, surveys were later conducted to focus on the teacher trainees’ perceptions of Japan’s diversity. This article discusses the findings from interviews and surveys, and offers recommendations for further improvement to the Japanese EFL program.

scholarly journals EVALUATING THE IMPLEMENTATION OF ACTION RESEARCH COURSE IN AN IN-SERVICE TEACHER TRAINING PROGRAM IN VIETNAM

2017 ◽  
Vol 2 (2) ◽  
pp. 88
Author(s):  
Vo Thi Kim Anh
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Foreign Language ◽  
Training Program ◽  
English Teacher ◽  
Input Process ◽  
Practice Session ◽  
Teacher Training Program ◽  
Cipp Model ◽  
Teaching Context

The study investigated the effectiveness of Action Research Course, one of the five component courses of the in-service English teacher training program implemented by National Foreign Language 2020 Project in Vietnam. The primary purpose of the course is to help in-service teachers of English develop the ability to do action research in their teaching context. How effective the course is, what alternative strategies can be used for the implementation of the course, what problems prevent the course from meeting the need of the course’s participants, and what improvements should be made were examined in this study. The evaluation on the implementation of the Action Research applies Context, Input, Process and Product (CIPP) model, which is developed by Stuffflebeam to assess strengths and weaknesses of the course for accountability and improvement. A total of 30 in-service teachers of English were interviewed and course documents were reviewed to generate data. Data analysis reveals that the course is effective to develop in-service teachers’ ability to do action research though improvements should be made to textbook and practice session of the course.Keywords: Action research, CIPP model, evaluation, in-service teacher training, The National Foreign Language 2020 projectCite as: Anh, V.T.K. (2017). Evaluating the implementation of Action Research Course in an in-service teacher training program in Vietnam. Journal of Nusantara Studies, 2(2), 88-97.

The Subjective Norm and Attitudes of Preservice Teachers Toward Pupils With a Disability: An Experiment Based on the Cognitive Dissonance Theory

2020 ◽  
pp. 1-13
Author(s):  
Elke Emmers ◽  
Dieter Baeyens ◽  
Katja Petry
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Training Program ◽  
Cognitive Dissonance ◽  
Inclusive Education ◽  
Role Models ◽  
Teacher Educators ◽  
Subjective Norm ◽  
Experimental Conditions ◽  
Teacher Training Program

Abstract Both the attitude of the preservice teacher and the subjective norm in the teacher-training program play a crucial role in the process towards inclusive education (Donnelly & Watkins, 2011). However, little research has been done on influencing the attitudes of preservice teachers via the subjective norm. Two studies were carried out using a pre- and post-test with students of the teacher-training program (N = 24, N = 34) who were divided into 2 experimental conditions in which the subjective norm was manipulated in the form of positive or negative discourse towards pupils with disabilities. Attitudes were assessed by the Chedoke-McMaster Attitudes Towards Children With Disabilities (CATCH) Scale (Rosenbaum, Armstrong, & King, 1986). Results show that we can cautiously assume that the subjective norm has an influence on the attitudes of the preservice teachers and that cognitive dissonance was experienced in which preservice teachers changed their own attitudes as a function of the subjective norm. The results of this study are therefore a plea for teacher education programs to not only focus on strong inclusive curricula but also pay sufficient attention to the inclusive mindset of teacher educators as role models for preservice teachers.

scholarly journals Evaluation of Candidate Teacher Training Process from the Viewpoint of Mentor Teachers

2018 ◽  
Vol 6 (11) ◽  
pp. 12
Author(s):  
Ramazan Alabaş ◽  
İhsan Yılmaz
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Mentor Teachers ◽  
Training Process ◽  
National Education ◽  
Teacher Training Program ◽  
History Of ◽  
Managerial Knowledge

Teacher education has been one of the most debated topics in history of Turkish education. At the beginning of the teacher's career, the Turkish Ministry of National Education (MONE) implemented the Candidate Teacher Training Program in 2016, so the teachers accepted to the profession were qualified as “candidate teachers” and they were subjected to the training process. The aim of this research is to examine the opinions of the mentor teachers regarding the Candidate Teacher Training Program implemented by the Turkish MONE for the training of candidate teachers. This research, which is a qualitative case study, was conducted with the participation of 36 teachers who are mentors to candidate teachers within the Candidate Teacher Training Program in the schools, which were affiliated to MONE in Kastamonu province center and its districts. The data of the study were collected by means of a semi-structured interview form. The data obtained in the research were analyzed with descriptive analysis and content analysis approaches. Mentor teachers thought that the Candidate Teacher Training Program is beneficial because the program provided the candidate teachers with the opportunities to identify students, acquire educational-instructional competence, acquire managerial knowledge, and identify the school and the social environment. However mentor teachers stated that they have experienced some problems related to the process such as filling in forms, some problems resulting from the candidate teacher, and time inadequacy.

scholarly journals Voices from Within: Student Teachers’ Experiences in English Academic Writing Socialization at One Indonesian Teacher Training Program

2015 ◽  
Author(s):  
Amirul Mukminin ◽  
Raden Ali ◽  
Muhammad Ashari
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Academic Writing ◽  
Teacher Educators ◽  
Comparative Method ◽  
Policy Implications ◽  
Future Research ◽  
Teacher Training Program ◽  
English Academic Writing

The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers’ help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.

The practicality and relevance of peace in an EFL teacher training program: Applications and implications

2018 ◽  
Vol 16 (1) ◽  
pp. 10-29
Author(s):  
Gene Vasilopoulos ◽  
Gloria Romero ◽  
Reza Farzi ◽  
Mariana Shekarian ◽  
Douglas Fleming
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teacher Training Program ◽  
Efl Teacher

scholarly journals Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists’ vs. Language Instructors’ Needs

2018 ◽  
Vol 20 (2) ◽  
pp. 139-157
Author(s):  
Farzaneh Emadian ◽  
Javad Gholami ◽  
Mehdi Sarkhosh
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Low Income ◽  
Structured Interview ◽  
Service Needs ◽  
Teacher Training Program ◽  
Significant Difference ◽  
Teacher Training Programs ◽  
Language Instructors ◽  
Content Specialists

Abstract The first and most crucial step towards developing a sustainable curriculum for instructors teaching English for Specific Academic Purposes (ESAP) is a needs analysis. Therefore, the main aim of conducting this study was to investigate the in-service needs of language instructors and content specialists teaching ESAP and to spot the differences between the needs of these two groups in order to provide them with systematic treatments in ESAP teacher training programs. This mixed method study was designed on a qualitative-quantitative survey basis using a questionnaire, a semi-structured interview, and an observation checklist. The analysis of the data collected from 50 content specialists and 50 language instructors completing the questionnaires reveals that there is a significant difference between the in-service needs of these two groups, that is, language instructors desire more to be trained in an in-service ESAP teaching training program in terms of professional, procedural and personal needs. Furthermore, the results of the data obtained from the semi-structured interview and the observation of 20 of the above-mentioned instructors (i.e., 10 content specialists and 10 language instructors) indicate that language instructors have more difficulty selecting suitable materials, suffer more from low income, attitudinal difficulties and backwash effect compared to their counterparts teaching ESAP courses. It can be inferred that the results of the present study can sufficiently help the researchers to embark on an in-service teacher training program both for ESAP content specialists and language instructors based on their specific needs in the ESAP context.

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