STRESS IN PRACTICUM: VOICES OF PRESERVICE TEACHERS, MENTORS, SUPERVISORS AND ADMINISTRATORS IN AN ENGLISH LANGUAGE TEACHER EDUCATION (ELTE) PROGRAM

2021 ◽  
Vol 14 (4) ◽  
pp. 1
Author(s):  
ÖLMEZER ÖZTÜRK ELÇİN ◽  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
English Language ◽  
Language Teacher Education ◽  
Language Teacher

scholarly journals Assessment of English Learning in a Language Teacher Education Program

2019 ◽  
pp. 193-214
Author(s):  
Leonardo Herrera Mosquera ◽  
Lilian Cecilia Zambrano Castillo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Assessment Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Course Syllabi ◽  
Teachers And Students ◽  
Qualitative Descriptive

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

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.

Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

2014 ◽  
pp. 286-301 ◽  
Author(s):  
Berhanu Abera
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Language ◽  
Technological Pedagogical Content Knowledge ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Pedagogical Content ◽  
Knowledge Framework

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

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