From EMI to ICLHE

2020 ◽  
pp. 179-204
Author(s):  
Cristina Escobar Urmeneta
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Educators ◽  
Pilot Project ◽  
Bachelor's Degree ◽  
Planning Tool ◽  
Internationalisation At Home ◽  
Faculty Of Education ◽  
Set Up ◽  
L2 Medium

Sensitive to the demands expressed by society concerning the need to boost foreign language competences in schools, The Faculty of Education of a university based in Catalonia, Spain, set up an English-Medium Teacher Education Bachelor's Degree (EMI-TED) based on the “Internationalisation at Home” model formulated by Nilsson. Basing itself on ethnographic and documentary data collected in the course of years 1 to 4 of the pilot project, this chapter reports on the process followed by the team of EMI instructors in their attempts to plan and deliver their subjects while remaining responsive to the unique challenges posed by the use of an additional language as the vehicle for learning. More specifically, it reports on their attempts to collaboratively design a planning tool that would help them to organise their teaching and cater for the simultaneous development of both the students' professional competences and their language and discourse competences in English. The chapter ends with a set of recommendations for L2-medium teachers and teacher educators.

Leveraging Virtual Worlds Foreign Language Teacher Preparation

2016 ◽  
Vol 10 (1) ◽  
Author(s):  
Kelly Moser ◽  
Nicole C Miller ◽  
Krista Chambless
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Virtual Worlds ◽  
Second Life ◽  
Teacher Candidates ◽  
Best Practice ◽  
Teacher Educators ◽  
Methods Course ◽  
Pedagogical Practice ◽  
The Many

Recently in the field of teacher education, there has been a call for a more practice-based approach to teacher education. Best practices for developing any skill set is live practice and coaching. However, due to the many ethical considerations and the obstacles presented to the learning-to-teach process, it is neither practical nor best practice, to have teacher candidates conduct live practice lessons in real classrooms with constant interruptions by expert teachers. In contrast, virtual worlds such as Second Life (SL) can potentially assist teacher educators in overcoming these obstacles. This article presents the findings of a research study using SL in an inter-university Foreign Language (FL) methods course to provide teacher candidates with opportunities to teach (practice skills) while receiving continuous live feedback (coaching) from their methods instructors. The virtual experience and immediate feedback impacted candidate confidence as well as pedagogical practice and forced candidates to engage in reflective practice regarding content and pedagogical knowledge. The complexity of teaching, the role of feedback, and simulation within SL in FL teacher candidate learning are also discussed.

scholarly journals Implementation of a National Teacher Education Strategy in Finland through Pilot Projects

2021 ◽  
Vol 46 (10) ◽  
pp. 21-42
Author(s):  
Jari Lavonen ◽  
◽  
Seija Mahlamäki-Kultanen ◽  
Sanna Vahtivuori-Hänninen ◽  
Armi Mikkola ◽  
...  
Keyword(s):  
Teacher Education ◽  
Goal Orientation ◽  
Professional Learning ◽  
Mixed Methods Research ◽  
Teacher Educators ◽  
Pilot Project ◽  
Pilot Projects ◽  
Education Strategy ◽  
The Impact ◽  
Implementation Of The Strategy

The implementation of a teacher education strategy in a decentralised Finnish education system is analysed. Altogether, 31 pilot projects, involving teacher educators from all universities, were funded to support the implementation of the strategy and professional learning of autonomous teacher educators in the context of the strategy. In this mixed-methods research, the directors and active partners of the pilot projects were asked how they perceived the characteristics of the pilot projects that have been recognised as supportive for the implementation of the strategy. The directors were also asked to evaluate the impact of the projects. The projects have supported the achievement of the strategy’s aims. Research and goal orientation, active learning, collaboration, contextualisation and reflection were emphasised in the pilot project activities. Common goal setting and evaluation of the pilot projects should be emphasised more in the implementation of the strategy.

scholarly journals Transforming Higher Education Culture: Teacher Education in Kosovo

2019 ◽  
Vol 29 (3) ◽  
pp. 256-274
Author(s):  
Jenny Gilbert ◽  
Simon Pratt-Adams
Keyword(s):  
Teacher Education ◽  
Cultural Change ◽  
Teacher Educators ◽  
Soft Systems Methodology ◽  
School Curriculum ◽  
Systems Methodology ◽  
Soft Systems ◽  
Faculty Of Education ◽  
Education Culture ◽  
The University

Demand for a radical overhaul of teacher education in Kosovo led one Faculty of Education to modernize and improve the university-based preparation of teachers, and so deliver a new competence-based school curriculum. Moving to this learner-centered model of education required transformation in the culture of teacher educators. In order to evaluate the efforts to effect this cultural change, we adopted an unusual action research method, Soft Systems Methodology that recognizes the varying aims and perceptions of stakeholders. These data were holistically captured with the use of metaphors addressing what needs to be done and how things have happened.

scholarly journals Teacher Educators as Role Models: A Qualitative Examination of Student Teachers’ and Teacher Educators’ Views towards Their Roles

2015 ◽  
Author(s):  
Mahsa Izadinia
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Role Models ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teaching English ◽  
Teachers Beliefs ◽  
The Impact

Teacher Education is considered to be the first and perhaps the most important stage in the professional development of student teachers (Wideen, Mayer-Smith, & Moon, 1998) as teacher educators who work with student teachers during these programs exert significant influence on who students are and will become (Caires, 2007; Chalies, Ria, Bertone, Trohel, & Durand, 2005). This article highlights the impact of language teacher educators’ ideas and beliefs with regard to Teaching English as a Foreign Language (TEFL) and their teaching practices on their student teachers’ beliefs and perceptions about their role as language teachers. 20 Iranian language student teachers and ten teacher educators teaching at five universities in Tehran were interviewed. The interviews were coded and analyzed in order to develop themes. Considerable similarities were found between student teachers and their teacher educators in terms of their ideas and beliefs about language teaching.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

scholarly journals The university as a terrain for hidden language conflicts? German, English and the silence beyond them

2020 ◽  
Vol 34 (1) ◽  
pp. 131-154
Author(s):  
Monika Dannerer
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Administrative Staff ◽  
Higher Education Administrators ◽  
Language Management ◽  
Institutional Level ◽  
Internationalisation At Home ◽  
Education Administrators ◽  
The University ◽  
Linguistic Backgrounds

AbstractIn this paper, language policy (LP) at the University of Salzburg (Austria), a mid-size seemingly monolingual university, serves as an example to analyse (potential) language conflicts at the institutional level considering the roles played by German, English and ‘immigrant’ languages at the university. Language management, beliefs, and (reported) language use by different stakeholders in higher education (administrators, academic and administrative staff and students) are contrasted, also taking into consideration different linguistic backgrounds (German as L1, German as L2 and German as a foreign language). This offers an overall perspective on institutional LP that is still group sensitive, one that reveals two different hidden language conflicts: the non-addressed conflict between the two most important and visible languages at the university by far, German and English, as well as the neglected and negated conflict between German and the hidden “immigrant” languages. A consistent ‘internationalisation at home’ strategy would address these hidden conflicts and show backwash effects on ideas of language use in education as well as in society in general.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective

2021 ◽  
pp. 136216882199226
Author(s):  
Ali Derakhshan
Keyword(s):  
Foreign Language ◽  
Qualitative Analysis ◽  
Dynamic Model ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Cultural Representations ◽  
Cultural Meanings ◽  
Semiotic Approach ◽  
Efl Students ◽  
Instructional Settings

Studies examining culture representation in language textbooks have rarely adopted the semiotic approach, despite its potential for presenting and (re)creating cultural meanings at their various levels (i.e. cultural, intercultural, multicultural, and transcultural) in the co-instantiations of texts, tasks, and images. To address this issue, a qualitative analysis, embarking on the Peircean semiotic theory, was applied on the text-image-task semiotic relationship. It explored its potential for constructing and reconstructing cultural meanings relative to the Iranian national English as a foreign language (EFL) textbook, Vision 1, from the perspectives of Iranian EFL students, teachers, and teacher educators. Content and thematic analyses of the interview records revealed three themes: first, the co-instantiation of the image and text was indexical, cultural awareness and connotations were almost untouched; second, the textual and visual components driving intercultural meanings and interpretations were not in accordance with the tasks; and, third, some alternative more culturally engaging images were provided by the interviewees. On the whole, the findings confirmed the previous findings that the discourse of this brand-new Iranian localized EFL textbook leaves little space to raise cultural awareness for its users. Based on the findings, a dynamic model for evaluating cultural representations in textbooks is suggested, hoping to show how EFL textbooks can be developed, implemented, and received more effectively in instructional settings.

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