scholarly journals Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries

2016 ◽  
Vol 6 (1) ◽  
pp. 9-30
Author(s):  
Dina Tsagari
Keyword(s):  
Second Language ◽  
Primary School ◽  
Formative Assessment ◽  
Professional Training ◽  
Language Assessment ◽  
Teacher Interviews ◽  
Knowledge And Skills ◽  
Mediterranean Countries ◽  
Efl Teachers ◽  
Language Testing And Assessment

Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the field of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012). Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students’ performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers’ CBLA literacy can be enhanced.

scholarly journals The formation of primary school teachers’ professional readiness for teaching Russian as a foreign language using the opportunities of cross-border education

2020 ◽  
Vol 210 ◽  
pp. 18062
Author(s):  
Svetlana Belovitskaya ◽  
Tatyana Guseva ◽  
Irina Shatokhina ◽  
Elena Shcherbina
Keyword(s):  
Second Language ◽  
General Education ◽  
Primary School ◽  
Education System ◽  
Professional Training ◽  
Russian Language ◽  
School Teachers ◽  
Primary School Teachers ◽  
Higher Education System ◽  
Cross Border

The article is devoted to the problem of using the opportunities of cross-border education as a factor of professional training of primary school teachers for tuition Russian as a second language. The authors note the relevance of this problem both in theoretical aspects and at the practical level. The article describes an effective way to form the readiness of primary school teachers to implement cross-border education. In this study, the authors reveal new opportunities for professional development of primary school teachers. Based on the content analysis of the regulatory database, it is shown that this problem is related to an upward trend in the Russian higher education system. The article reveals the relationship between teachers' professional training in the field of tuition Russian language to younger students, for whom Russian is a second language, and the existing problems with using Online learning. The article substantiates the need for training primary school teachers, which contributes to the development of their professional competencies both in the Offline mode of training and the Online training. A set of pedagogical measures related to the professional training of primary school teachers to teach Russian as a non-native language in cross-border education can become one of the foundations for the development of the Russian Federation education system. The article is addressed to the teachers of higher and secondary vocational training institutions, as well as future and certified teachers of primary General education.

Analysis of occupational pathology physician competencies as part of professional standard development

2020 ◽  
Vol 60 (12) ◽  
pp. 925-935
Author(s):  
Evgeny E. Shigan ◽  
Lyudmila M. Saarkoppel' ◽  
Pavel V. Serebryakov ◽  
Irina N. Fedina
Keyword(s):  
Occupational Medicine ◽  
Professional Training ◽  
Professional Community ◽  
Professional Standard ◽  
Knowledge And Skills ◽  
On Line ◽  
Survey Results ◽  
Line Survey ◽  
Primary Focus ◽  
Standard Development

Improving professional training and optimizing the work of doctors who provide medical care to patients who come into contact with harmful occupational factors require the approval of a professional standard for the occupational pathology physician. The purpose of the study was to analyze the opinion of the professional community about the importance of various labor functions and labor actions, priority knowledge and skills of occupational pathologists in the development of a professional standard. To achieve this goal, an on-line survey of physicians in occupational pathology and occupational medicine was conducted. Analysis of the survey results showed that the significance of professional competencies is evaluated by specialists to varying degrees. Primary focus is on examination of professional suitability and the link between diseases and the profession. However, correlations of competencies of various blocks indicate the importance of all areas of work of a professional pathologist, which should be taken into account when training specialists in this profile.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

2021 ◽  
Vol 11 (7) ◽  
pp. 360
Author(s):  
Kwong Tung Chan
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
New Technology ◽  
Chinese Language ◽  
Language Assessment ◽  
Local Context ◽  
Assessment Literacy ◽  
Challenges And Opportunities ◽  
Lesson Delivery ◽  
Teaching Learning

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

scholarly journals Social Success of Future Primary School Teachers in the Process of Professional Training

2015 ◽  
Author(s):  
Marfuga Absatova ◽  
Аkkenzhe Ussenova ◽  
Alma Ordahanova ◽  
Аdlet Kariyev ◽  
Ainur Duisenbayeva
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Success
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