The Foreign-Language Profession and Competency-Based Teacher Education

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.

DESIGN OF INDIVIDUAL EDUCATIONAL ROUTES FOR STUDENTS WHEN TAUGHT GERMAN AT TECHNICAL UNIVERSITY

Pedagogical IMAGE ◽

10.32343/2409-5052-2020-14-4-681-695 ◽

2020 ◽

Vol 14 (4) ◽

pp. 681-695

Author(s):

I. V. Кusоvskaya ◽

Keyword(s):

Foreign Language ◽

Design Method ◽

Practical Significance ◽

Educational Institutions ◽

German Language ◽

Motivational Support ◽

Competency Based ◽

Technical University ◽

Rational Organization ◽

Resource Support

Introduction. The paper focuses on the design of individual educational routes for students of higher educational institutions in a competency-based learning environment. Individual educational routes assume particular importance for teaching a foreign language in multilevel and multidirectional groups. The objective of the study is to design individual educational routes for students studying German at a technical university. The achievement of this objective involves specification of the concept, scope, and stages of the design of individual educational routes and corresponding pedagogical conditions. Materials and Methods. The object of the research is the process of designing individual educational routes for Bachelor and Specialist’s degree students learning the discipline “Foreign Language” at Irkutsk State Transport University. The development of individual educational routes based on design method is a joint activity of teacher and students at the stages of motivational support, goal-setting, content and resource support. Results. The outcome of the research is designed individual educational routes of the adaptive, developmental and creative type for the students learning German. Conclusion. The practical significance of the study lies in the individualization and variability of competency-based learning, and the rational organization of individual work based on the knowledge of the German language. Prospects for further study of the issue entails reflective analyses of the adoption of the designed individual educational routes and their optimal correction. Keywords: design, individual educational route, technical university, German teaching.

CLIL teachers in Finland

Apples - Journal of Applied Language Studies ◽

10.17011/apples/urn.201711144252 ◽

2017 ◽

Vol 11 (4) ◽

pp. 79-99 ◽

Cited By ~ 3

Author(s):

Sotiria Pappa ◽

Josephine Moate ◽

Maria Ruohotie-Lehty ◽

Anneli Eteläpelto

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Teacher Identity ◽

Primary Schools ◽

Language Teachers ◽

Emotional Experiences ◽

Foreign Language Teachers ◽

Theoretical Perspectives ◽

The One ◽

Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

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

VNU Journal of Foreign Studies ◽

10.25073/2525-2445/vnufs.4354 ◽

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.