Examining International Telecollaboration in Language Teacher Education

2018 ◽  
pp. 322-345 ◽  
Author(s):  
Geoff Lawrence ◽  
Elana Spector-Cohen
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Master's Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Learners

This chapter presents findings of case study action research examining the impact of technology-mediated collaboration between teacher-learners in two graduate-level Applied Linguistics Master's programs in Canada and Israel. To date, little research has been conducted on international telecollaborative exchanges in language teacher education programs. This chapter will discuss teacher-learners' perceived benefits and challenges of this international telecollaborative exchange, its impact on beliefs towards the use of technology-mediated tools, and the relevance of these types of collaborations in language teacher education. The authors will highlight individual teacher-learner voices in this study that illustrate how teacher assumptions about authority, experience, and teacher identity evolve on individual pathways and are situated in complex, historically embedded paradigms of teaching and learning experience. The chapter will conclude with insights gained regarding strategies for implementing effective international telecollaborative exchanges in language teacher education programs.

scholarly journals Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning

2020 ◽  
Vol 6 (3) ◽  
pp. 36-51
Author(s):  
Ana Cecilia Villarreal Ballesteros ◽  
Irlanda Olave Moreno ◽  
Lizette Drusila Flores Delgado
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Limited Impact ◽  
Quality Instruction ◽  
Teachers Beliefs

One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction.  However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to foster integration of current ideas about teaching and learning in their students and to recognize their role in improving language education.

Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?

2012 ◽  
Vol 59 (2) ◽  
pp. 399-411 ◽  
Author(s):  
Anne T. Ottenbreit-Leftwich ◽  
Thomas A. Brush ◽  
Jesse Strycker ◽  
Susie Gronseth ◽  
Tiffany Roman ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Practicing Teachers ◽  
Use Of Technology

scholarly journals INSIDE AN ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM IN VIETNAM: STUDENTS’ MOTIVATIONS FOR TEACHING AND THEIR INTENTIONS TO TEACH

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Tran Thi Hong Duyen ◽  
Cao Thuy Hong
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
English Language ◽  
Expert Knowledge ◽  
Learning Experience ◽  
Influential Factors ◽  
Social Utility ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Senior Students

Recent years have witnessed a decrease in both the number and quality of students enrolling in English Language Teacher Education (ELTE) programs. Those ELTE graduates also tend to pursue careers other than teaching. Given the great demand for English language learning at the moment, such low motivation for teaching is undesirable. This study was thus conducted to investigate motivations for teaching of senior students at a language teacher education institution in Vietnam as well as the correlations between these motivating factors and their intentions to teach. Data was collected from 114 senior students using questionnaires, and analyzed using SPSS (version 20.0). Findings from the study suggested that (a) participants displayed a positive prospect of pursuing teaching career; (b) prior teaching and learning experience, making social contribution, and shaping future of children/adolescents were the most influential factors while fallback career, job transferability, and time for family were the least endorsed ones; (c) although teaching is perceived to be part of a respected profession that requires expert knowledge and emotional devotion, teachers are generally underpaid; (d) significant relations were observed between intrinsic career value, satisfaction with choice, social utility values, perceived ability, and prior teaching and learning experience and intentions to teach.

Technology Instruction in Language Teacher Education Programs

2017 ◽  
pp. 1-22
Author(s):  
Yining Zhang ◽  
Matthew Deroo
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
World Language ◽  
Education Programs ◽  
Preparation Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Technology Instruction

It is important to examine how prospective teachers were prepared with integrating technology in their teaching. This study explored the integration of technology instruction among ten top world language teacher preparation programs in the United States. Data collection included document analysis of syllabi and interviews with program directors and instructors. The findings revealed that technology instruction were provided to language pre-service teachers through general technology courses, methods courses, and a series of technology-related courses infused throughout the entire program. In addition, technology courses organized a variety of approaches to enrich students' experiences with technology. We also generated four main themes to reflect some key elements in current technology instruction for pre-service teachers. The study enriches our knowledge of the current situation for how different world language teacher education programs prepare their pre-service teachers.

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