scholarly journals ENGLISH FOR ACADEMIC PURPOSES AND THE ENHANCEMENT OF FRENCH TRAINEE CONTENT TEACHERS’ PROFESSIONAL SKILLS

2019 ◽  
pp. 341
Author(s):  
Severine WOZNIAK
Keyword(s):  
Teacher Training ◽  
Professional Practice ◽  
English For Academic Purposes ◽  
Integrated Learning ◽  
Professional Skills ◽  
Initial Teacher Training ◽  
Teacher Training College ◽  
Language Studies ◽  
Do So

This paper explores the issue of syllabus design for English for Academic Purposes (EAP) classes by presenting a case study carried out at the Grenoble Faculty of Economics and the Grenoble Initial Teacher Training College (France). The study had two objectives: develop prospective and newly recruited content teachers’ professional skills, notably the ability to teach their subject in English on an occasional basis, and help them reflect on their professional practice. In order to do so, mandatory EAP modules for all trainee content teachers (TCT) of disciplines other than language studies were implemented to provide TCTs with an introduction to content and language integrated learning (CLIL) and to train them to teach in a CLIL format. In this paper two types of data are analyzed: the assessment of TCTs’ final assignment and the responses to a questionnaire aiming at gathering TCTs’ feedback on the EAP modules.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

Posing Problems: Two Classroom Examples

1999 ◽  
Vol 5 (2) ◽  
pp. 112-117
Author(s):  
Shukkwan S. Leung ◽  
Rui-Xiang Wu
Keyword(s):  
Teacher Training ◽  
Problem Solving ◽  
Problem Posing ◽  
Eighth Grade ◽  
Insufficient Information ◽  
Teacher Training College ◽  
Mathematics Test ◽  
Geometry Problem ◽  
Proportion Problem ◽  
Do So

IN ONE NCTM YEARBOOK TITLED PROBLEM Solving in School Mathematics, Butts (1980) reminded teachers of the importance of posing problems properly. What happens if we fail to do so and pose a problem that cannot be solved? This embarrassing moment can be made profitable if we ask students to help fix the problem. Here we share two lessons in which students help teachers pose problems. In the first lesson, fifth graders found a mistake in a proportion problem, and the teacher asked students to help her pose it properly. In the second, a geometry problem with insufficient information taken from an eighth-grade mathematics test was posed intentionally to future teachers in a teacher-training college as a problem-posing challenge. We first describe the two lessons and then close with suggestions on having learners help teachers pose problems properly.

scholarly journals EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA

2021 ◽  
Vol 03 (06) ◽  
pp. 315-322
Author(s):  
Souhila BENZERROUG ◽  
Samah BENZERROUG
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
University Teachers ◽  
Language Studies ◽  
Teacher Training Colleges ◽  
French And English ◽  
Pre Service Teacher

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

scholarly journals THE DIFFERENCE IN THE DEFINITION OF SUCCESSFUL IMPLEMENTATION OF THE ICT CURRICULUM BETWEEN THE TEACHER TRAINEES, ADMINISTRATOR, AND LECTURER

2019 ◽  
Vol 4 (14) ◽  
pp. 01-17
Author(s):  
Choon Keong Tan ◽  
Min Han Alvin Auh ◽  
Kean Wah Lee
Keyword(s):  
Teacher Training ◽  
Successful Implementation ◽  
Pedagogical Content ◽  
Teacher Trainees ◽  
Teacher Training College ◽  
The Difference ◽  
Definition Of ◽  
Knowledge Survey ◽  
Training Institute

The study is a case study on a group of teacher trainees currently in their sixth semester in a teacher training college. The study investigated the implementation of subjects to prepare teacher trainees to use ICT in the classroom. The study was conducted in a teacher training college in Kota Kinabalu, Sabah. The focus, in this case, will be on how the teachers were trained in the college to use technology, integrate technology into their pedagogy and use technology to deliver the content of the lesson. The study utilized Trowler’s (2003) implementation staircase to establish how the implementation was carried out in the teacher training institute by the lecturer in charge. The study was conducted on a group of 30 teacher trainees, a teacher training lecturer and an administrator of the institute. The data was collected via a TPACK (Technological Pedagogical Content Knowledge) survey to ascertain the teacher trainees’ TPACK level. A focus group interview on the teacher trainees and lecturer was conducted on the implementation of ICT via the curriculum in the college. The data collected indicated a mismatch in the results of the implementation. The teacher trainees perceived that the implementation of the ICT curriculum is insufficient whereas the implementation of the ICT curriculum was perceived as a success by the lecturer.

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