scholarly journals La formazione degli insegnanti di italiano in Austria

2018 ◽  
Author(s):  
Cristina Gavagnin
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training System ◽  
Language Teachers ◽  
Initial Training ◽  
Apprenticeship Programs ◽  
Teachers Training ◽  
The Way

This paper describes language teachers’ training in Austria where, following a 2013 law, in 2016-17 a new initial training system was implemented nationwide. The paper then focuses on the training of Italian teachers in Carinthia, where the new training system was first tested. In this region, cornered between Latin, German and Slav Europe, Italian is, notably, the second most studied foreign language after English. Finally, Austria’s old and new initial teacher trainings are compared, and particular attention is paid to the structure of the apprenticeship programs and to the way the guidelines set out in the EPOSTL and the EPLTE, the two EU documents on teacher training, are implemented.

Integrating Technology on Initial Training Courses

2011 ◽  
Vol 1 (2) ◽  
pp. 55-71
Author(s):  
Marisa Constantinides
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Teachers ◽  
Regular Part ◽  
Initial Training ◽  
Foreign Language Teachers ◽  
Integrating Technology ◽  
Training Courses ◽  
Teacher Trainers ◽  
Teacher Trainer

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

Integrating Technology on Initial Training Courses

2012 ◽  
pp. 230-245
Author(s):  
Marisa Constantinides
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Teachers ◽  
Regular Part ◽  
Initial Training ◽  
Foreign Language Teachers ◽  
Integrating Technology ◽  
Training Courses ◽  
Teacher Trainers ◽  
Teacher Trainer

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

scholarly journals Specificity of the Concepts «Media Literacy», «Media Competence» and «Media Education» in the Foreign Language Teachers Training

2020 ◽  
pp. 20-30
Author(s):  
Olena Byndas ◽  
Keyword(s):  
Foreign Language ◽  
Media Literacy ◽  
Language Teachers ◽  
Media Education ◽  
Professional Activity ◽  
Foreign Language Teachers ◽  
Psychological Mechanisms ◽  
Effective Media ◽  
Adequate Evaluation ◽  
Teachers Training

The article summarizes information on the concepts «media education», «media literacy» and «media competence». The author emphasizes that foreign language teachers ought to be media literate, media competent, be able to use the means of media education, and teach students to create their own media space. Based on the analysis of scientific achievements of domestic and foreign researchers in the field of media education, the essential features of media literacy and media competence as important characteristics of the result of media education of pupils and students are revealed. It has been proven that foreign language teachers’ media competence is related to the development of skills of media immunity, reflection and critical thinking as psychological mechanisms of media literacy, which provide conscious consumption of media products based on effective media orientation, adequate evaluation of information in foreign languages. The relevance of the use of educational media products in the foreign language teachers’ professional activity is determined. The conditions for the formation of foreign language teachers’ media competence are revealed – the desire for self-improvement, clear internal motivation, the availability of relevant knowledge in the field of media education, involvement in practical activities to evaluate media texts and create one’s own media products.

scholarly journals BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION

2019 ◽  
pp. 90-95 ◽  
Author(s):  
Victoriia Dоmina
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Professional Training ◽  
Training System ◽  
Language Teachers ◽  
Foreign Languages ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Language Groups ◽  
Communication Culture

Cultural globalization of different countries, extended social circle of future teachers, exchange programs, emigration, scientific and professional contacts with representatives of other cultures call for the need to study foreign languages. Current changes pose new pedagogical challenges for scholars in terms of instilling communication culture while preparing future teachers of foreign languages. The article studies the concept of bilingualism, bilingual communication culture and its specifics, scope and relations with other concepts. The author argues that bilingualism is an essential component of general communication culture of future teachers, crucial for them to exchange information and share experience by means of their mother and foreign tongues. Specifics of professional training for future foreign language teachers implies the need for bilingual communication, the effectiveness of which depends on the mastery of languages as well as ability to organize language interaction and communication skills. One possible way to develop bilingual communication culture in the process of preparing future foreign language teachers to their professional activity is engaging the model of developing linguistic and communication skills of bilinguality. It is this bilingual training system that allows students to perceive general aspects of communication culture and its fundamental principles, determins the specifics of bilingual communication and features of professionally oriented expression in the process of comprehending bilingual communication culture as a whole. Integration of languages and cultures contributes to identification, classification, organization and evaluation of objects of the world around us, facilitates adaptation to new cultural environment, helps organize and coordinate activities, encourage other participants of language groups to act correctly.

scholarly journals Teaching Russian abroad: the concept of additional professional training

2021 ◽  
Vol 121 ◽  
pp. 02007
Author(s):  
Elena Mikhailovna Markova ◽  
Alina Aleksandrovna Pozdnyakova ◽  
Elena Romualdovna Laskareva
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Training Programs ◽  
Educational Institution ◽  
Educational Programs ◽  
Training System ◽  
Russian Language ◽  
Point Of View ◽  
Language Teachers ◽  
Foreign Language Teachers

The importance of a qualitative renewal of the additional professional training system for Russian language teachers of foreign schools gives rise to many problems of both theoretical and organizational nature. The following ones are particularly relevant: 1) the determination of professional deficits of teaching staff; 2) the identification of gaps in the current system of additional professional training for Russian as a foreign language teachers; 3) the correction of the identified professional deficiencies through additional educational programs on various directions and degrees of complexity. The solution to these problems is impossible in the absence of the concept of additional professional training system for Russian as foreign language teachers, formed on the basis of an ethno-oriented approach, which involves the development of models of advanced training for teaching specific ethnic groups. Such a concept can be implemented through a system of diagnostic and educational events held remotely in a controlled segment of the Internet (on the platform of a specific educational institution or its autonomous substructure). Since the organization of additional professional training for Russian as foreign language teachers of foreign schools is closely related to the type of educational institution in which the teacher works (national state, national non-state, weekend school, schools under the Russian Orthodox Church, etc.), it is advisable to consider the educational content of advanced training programs from two points of view: 1) from the point of view of the requirements for the training of the contingent of students, 2) from the point of view of the requirements for the personality of the teacher of a particular educational institution. Taking these factors into account is important, since it directly affects the nature of the training content and the technologies used. This study offers the options for modular educational programs for additional training in three fields of activity (subject, organizational, methodological, psychological): 1) the program “Difficult cases of Russian grammar and Russian word usage”, aimed at eliminating gaps in the field of subject competences; 2) the program “Problems of teaching the Russian language in a limited language environment”, aimed at eliminating gaps in the organizational and methodological sphere; 3) the program “Psychological foundations of organizing educational activities in a foreign language”, aimed at eliminating gaps in the field of psychological competencies. Sequential remote implementation of modules included in additional professional training programs will provide access to up-to-date methodological knowledge for a large number of teachers of Russian as a foreign language.

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