scholarly journals THE ORGANISATION OF RESEARCH IN FOREIGN LANGUAGE TEACHER PREPARATION IN THE US UNIVERSITIES

2021 ◽  
pp. 79-84
Author(s):  
Marianna Levrints (Lőrincz)
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Foreign Language ◽  
Scientific Inquiry ◽  
Professional Growth ◽  
Language Education ◽  
Scientific Publications ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Graduate Research

Although research has been shown to expedite the professional growth and development of prospective specialists, less is known about the effective world practices in undergraduate and graduate research that could be applied in Ukrainian language teacher education. The present article explores the characteristics of student resear ch in US foreign language teacher education. The study focused on the analysis of academic literature, normative resources and the practical experience of language teacher preparation with the aim of extrapolating good practices into the Ukrainian system of language teacher education. It was shown that student research integrates didactic approaches with elements of creative activity, individual research projects, culminating projects, the study of specialised disciplines, individual and group scientific inquiry, not included in the curricula of educational programmes. The organisational forms of the latter are research symposia, seminars, workshops, conferences, preparation of scientific publications and some others. Among the central tasks of undergraduate and graduate research is the preparation of highly qualified, autonomous specialists, who are capable of accumulating and generating scientific knowledge, skillful application of professional knowledge in approaching the task of teaching; familiarising students with the methodology for organising and conducting research in the field of foreign language education; increasing motivation for scientific inquiry and professional development, intensification of learning; promotion of critical and reflective thinking, professional self-identification and self-realisation; stimulating the need for continuous self-development; implementation of individualisation and differentiation principles in language teacher education; replenishment of the cohort of scientific and pedagogical staff. The research competence is developed through diverse didactic forms and approaches; it is characterised mainly by electiveness at the undergraduate level and is a mandatory component of the graduate programmes’ curricula in foreign language teacher education.

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

scholarly journals AN OVERVIEW OF THE EUROPEAN PROFILE FOR LANGUAGE TEACHER EDUCATION ON THE LANGUAGE TEACHER EDUCATION REFORMS IN TURKEY

2020 ◽  
Vol 3 (1) ◽  
pp. 37-45
Author(s):  
Gizem Arslan
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Education Reform ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Education Reforms ◽  
Education Policies ◽  
Language Teacher Education ◽  
Language Teacher

English language is now the most commonly used lingua franca all over the world and has become an international language. Consequently, learning English is an important objective in the education system in every country as well as the EU member countries. This status of English language results in some fundamental changes in the foreign language education and foreign language teacher education policies of almost every country globally. This paper addresses the question whether the European Profile for language teacher education affects the foreign language teacher education policies and reforms in Turkey. The study also focuses on the general European profile for foreign language teacher education on Turkey contexts as well as the influence of the European profile for language teacher education on the foreign language teacher education reforms in Turkey. Keywords: English language, foreign language education, language teacher education profile in Europe, language teacher education reform in Turkey

scholarly journals DIRECTIONS FOR RENEWAL OF THE UKRAINIAN SYSTEM OF FOREIGN LANGUAGE TEACHER EDUCATION ON THE BASIS OF US EXPERIENCE

2021 ◽  
pp. 221-224
Author(s):  
Marianna Levrints (Lőrincz
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Foreign Language ◽  
Student Teachers ◽  
The State ◽  
Educational Process ◽  
Foreign Languages ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Educational Programmes

The need for renewal of Ukraine’s education is objectified by the necessity to reach its compatibility with the global educational process. The article aims at outlining the trajectories of renewal of the national system of foreign language teacher education based on the experience of the USA. In the study the methods of comparative analysis and extrapolation were utilised. It was concluded that transformation of the foreign language teacher education system in Ukraine should be carried out along conceptual, legislative and organizational-content strands, at the state, institutional and personal levels. At the state level: development of legislative basis that would stipulate the establishment and work of professional public agencies in the sphere of foreign language teacher education; development and implementation of standards of foreign language teacher preparation; monitoring the quality of language teacher preparation and certification of its applicants by autonomous professional organizations; reconsideration of specializations and qualifications of specialists in the field of foreign languages in accordance with the requirements of the labour market; preparation of foreign language acquisition specialists («foreign language pedagogical linguistics») as a subspecialisation of «applied linguistics»; introduction of pedagogical internship. At the institutional level: diversification of forms and types of educational programmes (academically oriented/ applied, interdisciplinary, multilevel, combined); introduction of interdisciplinary educational programmes with integrated teaching of disciplines and foreign/second languages; diversification of didactic approaches to the development of language teachers’ professional competencies; increasing the number of credits allocated for school practicum and rationalization of its organizational forms and didactic approaches; development of integrated courses with the parallel study of foreign languages and the content of professional disciplines. At the personal level: developing student teachers’ motivation, the need for continuous professional development.

scholarly journals Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education

2021 ◽  
Author(s):  
Ismail Hakki Mirici ◽  
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Foreign Language ◽  
Qualitative Data ◽  
Language Education ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy ◽  
Efl Teacher ◽  
Efl Teacher Education

The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative data. The participants of the study were selected via total count sampling model and covered all of the PhD students (N = 9) taking the course entitled “Foreign Language Teacher Education Policy in Europe” with the code: IDO710 within the ELT program of the Hacettepe University Graduate School of Educational Sciences in the Fall Semester of 2020–2021 academic year. The data were collected via students’ self-reflection reports after the course had been completed and were analysed using content analysis as one of the qualitative data analysis methods. The results showed that at the end of the course the participant students’ awareness was highly increased about the European foreign language teacher education policy and related documents; they decided to make use of these documents in their own contexts; they had a deeper understanding of the English as a Foreign Language (EFL) teacher education; and they became determined to carry out further research on the effectiveness of the European documents on EFL teacher education in Turkey.

scholarly journals English Language Teacher Education from the Lens of Critical Pedagogy

2020 ◽  
Vol 7 (3) ◽  
pp. 168
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Transformative Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Cognitive Approach ◽  
Language Teacher Education ◽  
Language Teacher

In English (as a foreign) language teacher education, there have been numerous theories which have been applied, adapted, and reconstructed based on the needs and conditions of the learners and teachers from very early times so far, that is, from the appearance of Behaviourism in foreign language education in the 1940s to the present time. There have always been many transitions and shifts among and within these theories explaining the practices in English (as foreign language) classes. This paper examines how these theories and transitions can be considered from the lens of Critical Pedagogy and it interrogates whether the recognition of the Critical Pedagogy may help foreign language teacher education turn to be transformative and whether it may contribute to the development of the conditions for a better world within and outside the school with the help of teachers trained to be critical. The theoretical framework of this chapter is built on the socio-cultural view, socio-cognitive view, transformative view and Critical Pedagogy in foreign language education. However, earlier theories such as the Behaviouristic Approach, the Cognitive Approach, and the Communicative Approach are visited as background knowledge. Given that the socio-cultural approach portrays human learning as a social process and the origination of human intelligence in society or culture referring to the fact that social interaction plays a basic role in the development of cognition, the socio-cognitive view deals with how language is learned and should be treated; and transformative learning gives way to actual behaviour that learners should establish to contribute to and participate in the community where they live in; these theories in the framework shed light on developing understandings of the recognition of Critical Pedagogy in the foreign language teacher education. Regarding this overview, it is seen that socio-cultural and socio-cognitive transformation could be led by critical pedagogy, in schools initially, then in the whole society, addressing radical concerns and the abuses of power in intercultural contexts in the acquisition of foreign languages and in their circulation by the help of critically trained foreign language teachers.

Co-teaching: Towards a New Model for Teacher Preparation in Foreign Language Teacher Education

Hispania ◽  
2016 ◽  
Vol 99 (4) ◽  
pp. 635-649 ◽  
Author(s):  
Laura Levi Altstaedter ◽  
Judith J. Smith ◽  
Elizabeth Fogarty
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Foreign Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
New Model

scholarly journals IMPROVING TEACHING PRACTICUM: SUGGESTIONS FROM THE ANALYSIS OF FOREIGN LANGUAGE TEACHER EDUCATION CURRICULA

2019 ◽  
Vol 35 (2) ◽  
Author(s):  
Ha Le Kim Anh
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Education Program ◽  
Real Life ◽  
International Studies ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teaching Practicum ◽  
Pedagogical Competence ◽  
National University

Teaching practicum is an important component of a foreign language teacher education program, which helps future teachers to learn and develop pedagogical competence in a real-life context. Within the scope of this article, we focus on analyzing the foreign language teacher education curricula of 9 universities in Vietnam, and offer our recommendations for improving foreign language teacher education in general and English teaching practicum in particular at the University of Languages and International Studies, Vietnam National University, Hanoi.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Sign in / Sign up

Export Citation Format

Share Document