scholarly journals THEORETICAL PERSPECTIVES OF THE PRE-SERVICE ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM: THE KNOWLEDGE BASE AND CURRICULUM

2021 ◽  
Vol 15 (1) ◽  
pp. 1
Author(s):  
Nuraeni .
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Teacher Education Program ◽  
Theoretical Perspective ◽  
School Context ◽  
Language Teacher Education ◽  
Short Contribution ◽  
Language Teacher ◽  
Theoretical Perspectives

<span>This short contribution is a brief theoretical perspective of English Language Teacher Education (ELTE) from the existing theories started from 1985 to 2014. It reviews the theories of English language teacher education around the globe and in Indonesia. The main focus of this article is concerned with the knowledge base and the curriculum viewed from various perspectives. To link the theories of English language teacher education in Indonesia with the needs of school context, an overview of the existing curriculum at secondary level adds further description.</span>

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.

scholarly journals The Role of Situational Context and Linguistic Context when Testing EFL Vocabulary Knowledgde in a Language Teacher Education Program: A Preliminary Approach

2013 ◽  
Vol 15 (1) ◽  
pp. 85 ◽  
Author(s):  
Claudia Patricia Franco ◽  
Hector Alejandro Galvis
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Vocabulary Knowledge ◽  
Linguistic Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Situational Context ◽  
Basic Vocabulary

This research aims to provide a preliminary approach on to what extent linguistic and situational contexts are conducive to successfulvocabulary recognition in discrete-item testing in the context of a language teacher education program in Bogotá. This study resorted to the useof four different types of vocabulary tests administered during a one-semester period to two different classes. The data collected revealed thatstudents had more success in a test of productive vocabulary (L2 to L1 translation) than in other types of tests, namely, productive vocabulary(L2 to L1 translation/multiple choice), L2 to L1 translation provided with linguistic context and cued situational context. The findings of thisresearch suggest that the participating pre-service teachers had not reached the basic vocabulary knowledge of the English Language at thetime of this study. It was also found that vocabulary items devoid of contextual cues are more accurately identified than those embedded withina linguistic context and a cued situational context.

scholarly journals Developing Module for Entrepreneurship Based Translation and Interpreting Skills Course in English Language Teacher Education

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 81-91
Author(s):  
Siyaswati Siyaswati ◽  
Dyah Rochmawati
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Student Teachers ◽  
English Language ◽  
Student Evaluation ◽  
Education Department ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research Findings ◽  
Teacher Education Department

The present study describes the development of a course module on Entrepreneurship-Based Translation and Interpretation Skills for the students of English Language Teacher Education Department. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and refined during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded positively to the course module. The students stated that the module was interesting, relevant and valuable for their later profession. They also emphasized that they now felt more competent in the area of Translation and Interpretation Skills and entrepreneurship.

scholarly journals The Knowledge Base for Language Teacher Education Revisited: A Review

2017 ◽  
Vol 4 (2) ◽  
pp. 27 ◽  
Author(s):  
Charles Ochieng' Ong'ondo
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Review Literature ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Conceptual Foundation ◽  
Second Language Teaching ◽  
Language Teacher ◽  
Pedagogical Reasoning

The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for language teachers to understand the relationships between principles and procedures oflanguage teaching. While this paper focuses on English language, I believe that the issues raised are relevant to anyother second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge basefor LTE is not limited to English Language (EL) Contexts.

scholarly journals A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration

2021 ◽  
Vol 23 (1) ◽  
pp. 181-196 ◽  
Author(s):  
Malba Barahona ◽  
Kristin J. Davin
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Education Program ◽  
English Language ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Language Teaching ◽  
The United States ◽  
Language Teacher Education ◽  
Language Teacher

The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in “actual” teaching rather than “talking” about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts.

Arguing for a knowledge-base in language teacher education, then (1998) and now (2018)

2018 ◽  
Vol 24 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Donald Freeman
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teacher Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Professional Confidence

This article examines how the concept of a knowledge-base in language teacher education has changed since the 1998 proposal. Arguing that a knowledge-base evolves in two ways: through changes in the field of knowledge, and through changes driven by the work that knowledge supports, I describe two problems: ‘translating’ theory into practice and the ‘positionality’ of those defining what counts as knowledge. The 1998 proposal outlined a work-driven framework in response to the former without fully acknowledging the latter: who is doing English language teaching, with whom, and to what ends. Revising the knowledge-base now depends on taking that positionality into account. With this in mind, I suggest three concepts – of teacher language use (English-for-Teaching), participation and agency, and professional confidence as a measure of outcome – as work-driven alternatives to our present thinking.

scholarly journals Developing Module for Entrepreneurship Based Translation and Interpreting Skills Course in English Language Teacher Education

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 81-91
Author(s):  
Siyaswati Siyaswati ◽  
Dyah Rochmawati
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Student Teachers ◽  
English Language ◽  
Student Evaluation ◽  
Education Department ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research Findings ◽  
Teacher Education Department

The present study describes the development of a course module on Entrepreneurship-Based Translation and Interpretation Skills for the students of English Language Teacher Education Department. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and refined during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded positively to the course module. The students stated that the module was interesting, relevant and valuable for their later profession. They also emphasized that they now felt more competent in the area of Translation and Interpretation Skills and entrepreneurship.

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