scholarly journals Developing an EFL Teacher Education Program in Light of National and International Standards

2021 ◽  
Vol 16 (16) ◽  
pp. 325-374
Author(s):  
Mohamed Farrag Ahmed Badawi
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
International Standards ◽  
Efl Teacher ◽  
Efl Teacher Education

scholarly journals Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

2021 ◽  
Vol 7 (2) ◽  
pp. 140-154
Author(s):  
Fatemeh Karimi ◽  
Ebrahim Fakhri Alamdari ◽  
Mehrshad Ahmadian
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teacher ◽  
Informal Observation ◽  
Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice,  the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

scholarly journals ESL Teacher Education and Intercultural Communication: Discomfort as a Learning Tool

1995 ◽  
Vol 12 (2) ◽  
pp. 59 ◽  
Author(s):  
Ruth Johnson
Keyword(s):  
Teacher Education ◽  
Intercultural Communication ◽  
Learning Process ◽  
Education Program ◽  
Teacher Education Program ◽  
Cultural Beliefs ◽  
Southern Illinois ◽  
Efl Teacher ◽  
Efl Teacher Education ◽  
Opening And Closing

This article reports on a simulation used in a course in intercultural communication in an ESL/EFL teacher education program at Southern Illinois University at Carbondale. The simulation was designed to create an unfamiliar and uncomfortable atmosphere, culturally, for the students, similar to what one would experience were he or she in a foreign environment. For three weeks of the semester the students were required to greet one another at the opening and closing of class in a particular manner, modeled after the greetings used in the Yoruba (West Africa) culture. The focus of the simulation was at the affective level, to help students recognize themselves as cultural beings whose cultural beliefs would influence the learning process of their own students. Also reported are excerpts from students' journals and students' evaluations of the simulation.

scholarly journals EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

2015 ◽  
Vol 21 (1) ◽  
pp. 78
Author(s):  
Nur Hayati
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Efl Teacher ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Teacher Education

Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and socialawareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs) when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussionby looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.

scholarly journals Using the EPOSTL for Dialogic Reflection in EFL Teacher Education

2015 ◽  
pp. 118-137 ◽  
Author(s):  
Holli Schauber
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Core Knowledge ◽  
Preparation Programs ◽  
Efl Teacher ◽  
Pedagogical Skills ◽  
Efl Teacher Education ◽  
Program Components

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL)3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.

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