scholarly journals THE CHARACTERISTICS OF WEBQUESTS PROMOTING ENGLISH- LANGUAGE TEACHER TRAINING FOR INCLUSIVE INSTRUCTION OF LEARNERS WITH DISABILITY

2020 ◽  
Vol 0 (4(103)) ◽  
pp. 109-117
Author(s):  
N. S. Shcherba
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Language Teacher ◽  
Inclusive Instruction

Video in teacher training: the use of local materials

ELT Journal ◽  
1991 ◽  
Vol 45 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Richard Cullen
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Teacher Practice ◽  
Good Deal ◽  
New Technique ◽  
Background Information ◽  
Clear Understanding ◽  
Language Teacher ◽  
Set Up ◽  
Local Materials

Abstract This article discusses two approaches to using video excerpts of real lessons for English language teacher training. The first approach may be described as trainer-directed: the points to be focused on are predetermined by the trainer in the form of a worksheet, which is given to the trainees to complete as they watch the excerpt. The second approach is only semi-directed by the trainer: the trainees themselves decide which points to focus on, on the basis of given background information about the excerpt, while the trainer uses these points as a springboard for further questions for discussion. It is argued that the second approach has the advantage of relating more closely to the trainees' own concerns, although it requires a good deal more flexibility and experience on the part of the trainer. In neither approach is the excerpt set up as a model to follow, but rather as an example of one teacher’ practice for analysis and discussion. The purpose of the analysis is for the trainees to discover the rationale behind a particular procedure, on the principle that the successful adoption of any new technique or procedure must be based on a clear understanding of the reasons for it.

scholarly journals “Now as a teacher”: Novice Teachers Reflect on English Language Teacher Education in Iran

2019 ◽  
Author(s):  
Leila Tajik ◽  
Seyyed-Abdolhamid Mirhosseini ◽  
Ameneh Ramezani
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Teacher ◽  
Use Of Technology ◽  
The Status ◽  
Language Schools ◽  
Skills Use ◽  
Theory Practice Gap

This study relied on the reflections of 12 novice English language teachers and 3 supervisors to explore the status quo of teacher training in 3 private language institutes with headquarters in Tehran and about 420 language schools throughout the country. Extensive data collection was done through semi-structured interviews, focus group discussions, and teacher diaries as well as informal peer interviews and observation of occasional meetings of supervisors and teachers. To analyze data, an inductive analysis procedure was used. Findings revealed that current language teacher training courses in the context of concern may require different types of improvements with regard to theory-practice gap, supervised in-service workshops, reflective teaching skills, use of technology, and teachers' experiential learning.

scholarly journals Examining the Effectiveness of In-Service English Language Teacher Training in Khartoum State/Sudan 2011/2012

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Omer Elsheikh Hago Elmahid ◽  
Hatim Sami Mahmoud Bioumi
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Positive Impact ◽  
Training Programme ◽  
Language Teachers ◽  
Educational Institutions ◽  
Language Teacher ◽  
British Council ◽  
English Language Teachers

<em>This study aims at investigating the effectiveness of in-service English language teacher training in Khartoum state: A case study of in-service teacher training programme “English for Teaching 1” (EfT1) provided by the British Council (2011-2012). The Researchers adopted the descriptive analytical method to analyze the collected data. The tool used to collect data was a questionnaire which was analyzed with the Statistical Packages for Social Science (SPSS). All the Hypotheses of the study were verified to be true and according to the analysis of the questionnaire. The study has come up with the following findings: Teacher training programme English for Teaching (1) (EfT(1)) has a positive impact on developing teaching process, the components of the programme satisfy the training needs of the English language teachers in Khartoum State, and the trainees who attended the programme have a positive attitude and opinions towards the programme. The study has been included with some recommendations that reflect the importance of in-service teacher training for Sudanese English language teachers and the effectiveness of partnership between national and international educational institutions in this field.</em>

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