scholarly journals Language Teachers' Sense of Efficacy During the COVID-19 Pandemic

2022 ◽  
pp. 125-141
Author(s):  
Pete Swanson
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Retention ◽  
Language Teachers ◽  
World Language ◽  
Language Teacher ◽  
Sense Of Efficacy ◽  
Global Pandemic ◽  
Online Environments

The COVID-19 global pandemic quickly changed the educational landscape by adding challenges as teachers had to pivot almost immediately from traditional educational contexts to unfamiliar remote, online environments. In-service world language teachers (N = 497) were surveyed to understand differences in one's sense of efficacy teaching languages before and during the pandemic. Results show stark differences in both contexts. The findings provide manifold implications for world language teacher preparation as well as teacher retention and professional development.

Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic

2022 ◽  
pp. 24-40
Author(s):  
Francis John Troyan ◽  
Emre Başok ◽  
David R. Carr
Keyword(s):  
United States ◽  
Teacher Education ◽  
Language Teaching ◽  
The United States ◽  
Language Teachers ◽  
World Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Core Practices ◽  
Based Instruction

This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.

Language Teacher Agency

2021 ◽  
Author(s):  
Jian Tao ◽  
Xuesong (Andy) Gao
Keyword(s):  
Professional Development ◽  
Teacher Identity ◽  
Language Teachers ◽  
Teacher Agency ◽  
Collective Agency ◽  
Language Teacher ◽  
Layered Model ◽  
Knowledge Based ◽  
Multiple Levels ◽  
Development Of Language

This Element aims to elucidate the concept of language teacher agency by exploring the 'what' question, offering major conceptualisations of agency and explaining how they shape the way we approach teacher agency. The authors then continue with the 'why' question, and elaborate on the reasons that language teacher agency matters, based on a discussion of the varied purposes of teacher agency at multiple levels. They also acknowledge that teacher agency does not operate alone, and discuss how it intersects with such concepts as teacher identity, emotion, belief and knowledge. Based on this, they identify ways to promote teacher agency through making changes to contexts and/or actors. They then introduce the concept of collective agency and propose a multi-layered model based on an illustrative study. The Element ends with a call for a trans-perspective on understanding language teacher agency so as to facilitate the professional development of language teachers.

scholarly journals Preparing the Arabic Language Teacher for Non-Native Speakers, Following the Experience of the Arabic Language Institute at the International University of Africa

2020 ◽  
Vol 31 (4) ◽  
pp. 39-49
Author(s):  
Muna Yousif Mohamed Wagi Alla
Keyword(s):  
Higher Education ◽  
Teacher Preparation ◽  
Native Speakers ◽  
Arabic Language ◽  
Language Teachers ◽  
Language Teacher ◽  
International University ◽  
The University ◽  
Cumulative Experience ◽  
Descriptive Method

The study aims to examine the reality of preparing the Arabic language teacher for non-native speakers by presenting the experience of the Arabic Language Institute at the International University of Africa. Thus, it addresses the following questions: How is it possible to invest the long scientific experiences in proposal and experiment preperations to qualify Arabic language teachers for non-native speakers? What is the reality of preparing an Arabic language teacher at the Institute? How did the Arabic Language Institute process teacher preparation? What are the problems facing the preparation of the Arabic language teachers and the most important training mechanisms used in that Institute?What problems faced the implementation of the experiment of preparing an Arabic language teacher at the language Institute? To present the experiment, the study used the descriptive method. The study is important for program planners of higher education studies, course designers, and for people interested in teaching strategies and teacher training. It also provides Arabic language teachers for non-native speakers to diploma institutions. The study has found that the university experiment is distinguished as it adopts the practical track to form the cumulative experience that helps to solve teacher preparation problems.

scholarly journals WHAT TEACHERS THINK ABOUT ASSESSMENT AND HOW IT INFLUENCES THEIR CLASSROOM-BASED ASSESSMENT PRACTICES – THE RESULTS OF A GLOBAL SURVEY

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Susan Sheehan
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
English Language ◽  
Language Teachers ◽  
Teacher Cognition ◽  
Assessment Practices ◽  
Language Teacher ◽  
Analysis Process ◽  
English Language Teachers ◽  
Teachers Attitudes

This paper considers teachers’ attitudes to assessment.  The attitudes were explored through Borg’s (2015) Language Teacher Cognition Framework.   A mixed-methods approach of questionnaire and interview was adopted.  The online survey was completed by English language teachers working in 57 different countries worldwide. The questionnaire was divided into 3 sections. The first section included questions which related to the participants’ experiences of assessment at school. The second section explored the participants’ assessment training experiences both in their initial teaching training and in any professional development sessions they had attended. The third and final section explored the participants’ assessment practices and their beliefs about assessment.  These three sections are based on the Language Teacher Cognition Framework. The interviews were conducted to explore the reasoning behind the responses given to the questionnaire.  The framework also informed the data analysis process.  Classroom experiences and professional development sessions were found to have the most influence on the teachers’ attitudes to assessment.  The participants were influenced by their experiences of assessment at school as they choose to avoid replicating the assessment practices which had been used when they were being assessed. 

scholarly journals The Characteristics of Effective Professional Development That Affect Teacher’s Self-Efficacy and Teaching Practice

2020 ◽  
Vol 3 (2) ◽  
pp. 131-144
Author(s):  
Bachtiar Bachtiar
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Structured Interviews ◽  
Secondary English ◽  
Effective Professional Development ◽  
Sense Of Efficacy ◽  
English Language Teachers

Many research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. Research evidence also indicates that good quality PD enhances teacher sense of efficacy. This study aims to investigate the characteristics of good quality PD that affect teachers’ self-efficacy from the perspective of junior secondary English Language teachers in Indonesia. Data derived from the initial and follow-up questionnaires, TSG observations, and semi-structured interviews. The findings found that English language teachers perceived good quality PD are those activities that increase teachers’ knowledge and teaching skills, encourages collaboration, and is based on teachers’ classroom practical needs. The study suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits.

scholarly journals Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia

2016 ◽  
Vol 18 (1) ◽  
pp. 203-217 ◽  
Author(s):  
Ana Maria Sierra Piedrahita
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Social Justice ◽  
Public Schools ◽  
Language Teachers ◽  
Development Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Effect Change ◽  
Professional Development Programs

<p><span>In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in public schools in one city in Colombia to determine how these have or have not contributed to the development of a political perspective in teachers. Finally, she discusses what the implementation of such perspective requires, provides some examples to illustrate how it may look in practice, and discusses some implications for different stakeholders.</span></p>

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

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