Developing Guidelines for Teacher Education Programs in Modern Foreign Languages

PMLA ◽  
1966 ◽  
Vol 81 (2) ◽  
pp. 3-6 ◽  
Author(s):  
F. André Paquette
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
State Department ◽  
The State ◽  
Department Of Education ◽  
Foreign Languages ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Education Programs ◽  
High Esteem

No person who has served as a state foreign language consultant can long ignore what is surely one of the most pressing and complex problems facing our profession: the preparation of teachers. During the three years when I was a state consultant, I spent about two-thirds of my time visiting schools and working directly with classroom teachers. I remember my first visit to a classroom vividly; I was introduced as, “the inspector from the state department of education,” a phrase indicative of the “high esteem” in which state department personnel were held.

scholarly journals The decolonial option: implications for the curriculum of foreign language teacher education programs

2021 ◽  
Vol 10 (12) ◽  
pp. 102-112
Author(s):  
Alexánder Ramírez Espinosa
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Positive Impact ◽  
Foreign Languages ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
The One ◽  
Shed Light

This reflection article derives from the discussions and argumentative sessions that took place at the heart of a doctoral seminar on Decolonial Theories. With this paper, the author intends a twofold purpose: on the one hand, to present his perceptions about the literature analyzed and discussed along the seminar, and on the other, to shed light on how such literature can have a positive impact on the curricula of Foreign Language Teacher Education Programs. The ideas that the author puts forward are the product of discussions with colleagues and teachers; in that sense, the arguments presented here are open to further scrutiny and academic dialogue with other scholars. It is hoped that this article contributes to the current discussions on the construction of curricula, the teaching of foreign languages from an emancipatory perspective, and the search for social justice in education.

Foreign Language Offerings and Enrollments in Public High Schools

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 52-56 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
State Department ◽  
The United States ◽  
The State ◽  
Department Of Education ◽  
Language Teachers ◽  
Public High Schools ◽  
Foreign Language Teachers ◽  
State Department Of Education

The Accompanying table gives the most recent data obtainable on the extent to which foreign languages are offered and studied in public secondary schools in the United States. The last national survey was made by the U. S. Office of Education in 1948–49, and comparisons are made with the results of this survey to show the subsequent gain or loss in each state for which more recent figures could be obtained. For some states the data are incomplete because the state department of education does not know, and apparently does not care to find out, what the pupils in the high schools are currently studying. In seventeen states, the information existed only on reports filed by each high school, and it was assembled through the help of foreign language teachers who went to the state department of education and spent days tabulating the reports.

A new responsibility of teacher education programs

1954 ◽  
Vol 47 (2) ◽  
pp. 66-70
Author(s):  
Lee Emerson Boyer
Keyword(s):  
High School ◽  
Teacher Education ◽  
State Level ◽  
The State ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Mathematics Courses ◽  
The Past

During the past decade widespread revision of mathematics courses of study on the state level has taken place. One outstanding characteristic of these revisions, taken as a whole, is that in their attempt to correct educational ills of many years’ standing they suggest flexible mathematics programs for all high school pupils throughout their stay in high school. These programs are varied and planned to meet the needs of various types of pupils.

scholarly journals Match or mismatch between English instructors’ and students’ beliefs about feedback on writing (study from Turkey)

2021 ◽  
pp. 26-44
Author(s):  
Fehime Aslan
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Error Correction ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Teacher Education Programs ◽  
Questionnaire Data ◽  
Education Programs ◽  
Writing Students

Going beyond the heated discussion about the necessity of feedback on writing, the aims of the study were twofold; to investigate students’ and English instructors’ beliefs about feedback on writing and examine whether there is a match or mismatch between them. In the light of the questionnaire data, the study revealed that there are both matches and mismatches between English instructors’ and students’ beliefs about error correction and feedback practices on writing. The study suggests some useful implications for teacher education programs and educational institutions. Keywords: English as a foreign language teaching; feedback; practices on writing; students’ perceptions; teacher preferences.

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.

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