Integrating Technology on Initial Training Courses

2011 ◽  
Vol 1 (2) ◽  
pp. 55-71
Author(s):  
Marisa Constantinides
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Teachers ◽  
Regular Part ◽  
Initial Training ◽  
Foreign Language Teachers ◽  
Integrating Technology ◽  
Training Courses ◽  
Teacher Trainers ◽  
Teacher Trainer

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

Integrating Technology on Initial Training Courses

2012 ◽  
pp. 230-245
Author(s):  
Marisa Constantinides
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Teachers ◽  
Regular Part ◽  
Initial Training ◽  
Foreign Language Teachers ◽  
Integrating Technology ◽  
Training Courses ◽  
Teacher Trainers ◽  
Teacher Trainer

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

scholarly journals La formazione degli insegnanti di italiano in Austria

2018 ◽  
Author(s):  
Cristina Gavagnin
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training System ◽  
Language Teachers ◽  
Initial Training ◽  
Apprenticeship Programs ◽  
Teachers Training ◽  
The Way

This paper describes language teachers’ training in Austria where, following a 2013 law, in 2016-17 a new initial training system was implemented nationwide. The paper then focuses on the training of Italian teachers in Carinthia, where the new training system was first tested. In this region, cornered between Latin, German and Slav Europe, Italian is, notably, the second most studied foreign language after English. Finally, Austria’s old and new initial teacher trainings are compared, and particular attention is paid to the structure of the apprenticeship programs and to the way the guidelines set out in the EPOSTL and the EPLTE, the two EU documents on teacher training, are implemented.

scholarly journals Teacher Training and Teaching Practice: The Case of Niger’s English as a Foreign Language Teachers

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Peter D. Wiens ◽  
Elena Andrei ◽  
Annie Chou ◽  
April Smith ◽  
Billa Anassour
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Foreign Language Teachers

Using Technologies to Develop Skills and Autonomy in Foreign Language Teachers

2017 ◽  
Vol 9 (5) ◽  
pp. 64
Author(s):  
Giuseppe Maugeri
Keyword(s):  
Foreign Language ◽  
Virtual Environments ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Tools ◽  
Foreign Language Teachers ◽  
Web Based ◽  
E Learning ◽  
Training Courses ◽  
The One

This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.

scholarly journals The Impact of Computer-assisted Language Learning Training on Teachers’ Practices

2018 ◽  
Vol 9 (6) ◽  
pp. 1127 ◽  
Author(s):  
Mohsen Hedayati ◽  
Bronwyn Reynolds ◽  
Andy Bown
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Training Courses ◽  
Language Schools ◽  
The Impact

This study investigated and identified the common computer-assisted language learning (CALL) teacher training types in the Iranian private language schools (PLSs), and their effectiveness in shaping and encouraging teachers’ use of new technologies. An exploratory mixed method approach was employed, and a total of 86 Iranian EFL (English as a foreign language) teachers participated in this study. The results indicated that teachers were primarily self-trained, in the absence of comprehensive CALL training provided by either PLSs or teacher training courses offered at university level. It was concluded that self-training had resulted in subsequent sporadic and non-systematic use of CALL by teachers.

scholarly journals FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
pp. 198-202
Author(s):  
Y. STRYZHAK
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Pedagogical Orientation ◽  
The Future

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented. The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training.  The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication. It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

scholarly journals “I Can Teach Alone!”: Perceptions of Pre-service Teachers on Team-Teaching Practices

2021 ◽  
Vol 45 (3) ◽  
pp. 11
Author(s):  
Takaaki Hiratsuka ◽  
Koichi Okuma
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Team Teaching ◽  
Teaching Practices ◽  
Deep Understanding ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Curriculum ◽  
Training Courses ◽  
Pre Service Teacher

Team teaching by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) has met with widespread approval and attracted great empirical attention. It is notable, however, that no study to date has explored the perceptions of pre-service teachers on team-teaching practices. The absence of such research is surprising and regrettable, considering that pre-service teachers are required under the new national foreign language curriculum to gain a deep understanding about team teaching in their teacher training courses and that they will inevitably team teach English with ALTs in their future careers. In this study, we collected data from three pre-service teachers on this subject through semi-structured interviews. From the data, three dialectics with regard to team-teaching practices were inferred: (a) encouraging/intimidating, (b) helpful/burdensome, and (c) worthwhile/unnecessary. Based on these findings, suggestions are provided for addressing these ambivalent perceptions towards team teaching in pre-service teacher training courses. 日本人英語教師(JTE)と外国語指導助手(ALT)によるティームティーチングは各方面から高く評価されている。同時に、それを題材にした様々な学術研究が行われてきた。しかし、教員養成課程学生が抱くティームティーチングへの認識に関する研究は、現在まで行われていない。その学生達が大学講義や教育実習中、更には将来正規教員としてティームティーチングに携わることを考えると、これは極めて遺憾なことである。本研究では半構造的インタビュー手法を用いて、教員養成課程学生からデータを収集した。その結果、それらの学生は(a)励み・恐れ、(b)有益・負担、(c)有意義・不必要、といった複雑な思いをティームティーチングに対して抱いていることが明らかになった。本論では最後に、教員養成課程においてティームティーチングを扱う際の留意点を提示する。

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