English Language Teacher Associations and the Exclusivity of Professional Development

2021 ◽  
pp. 101-113
Author(s):  
Leanne M. Cameron
Keyword(s):  
Professional Development ◽  
English Language ◽  
Language Teacher ◽  
Teacher Associations

scholarly journals Objeto de aprendizaje abierto orientado a desarrollar la competencia en el manejo del inglés

2011 ◽  
pp. a166
Author(s):  
Ana Bertha Tiscareño Ramírez ◽  
Alejandro López Ibarra ◽  
María Soledad Ramírez Montoya
Keyword(s):  
Professional Development ◽  
English Language ◽  
Research Work ◽  
Quality Criteria ◽  
Learning Object ◽  
Language Teacher ◽  
Language Competencies

En este estudio se validó, a través de diferentes expertos, que los criterios de calidad requeridos para producir un Objeto de Aprendizaje Abierto orientado al desarrollo de la competencia para manejar el inglés en docentes son: contenidos relevantes, objetivos claros y alcanzables, motivación generada por los desafíos intelectuales y elementos multimedia, evaluaciones significativas, navegación amigable, un uso y acceso sencillo,  un objeto reusable con formato atractivo y una redacción clara.AbstractThe objective of this research work was to validate the quality criteria needed to produce a Learning Object (LO). The object is intended to develop language competencies and to contribute to the professional development of the English language teacher. Experts in different disciplines interacted with the object and the quality criteria are: meaningful content, clear attainable objectives, motivation through intellectual challenges and multimedia elements, meaningful evaluation items, usability, accessibility, reusability, attractive format and clear writing.

Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development

2021 ◽  
Vol 44 (4) ◽  
pp. 435-450
Author(s):  
Lawrence Jun Zhang
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
English Language ◽  
Continuing Professional Development ◽  
Sustainable Growth ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Professional ◽  
Postgraduate Diploma

Abstract Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teacher-education initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature. What is important is how teacher professional development contributes to bolstering the teacher-educator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching (PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language (ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

Issues of Language: Teacher Insights from Mathematics Lessons in Chinese

2007 ◽  
Vol 13 (1) ◽  
pp. 18-23
Author(s):  
Cynthia O. Anhalt ◽  
Matthew Ondrus ◽  
Virginia Horak
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Mathematics Education ◽  
Language Learners ◽  
English Language ◽  
English Proficiency ◽  
Language Teacher ◽  
Latino Student ◽  
Development Experience ◽  
English Speaking

A fundamental concern in mathematics education is to understand the connection between the mathematics and the students who are trying to learn the mathematics. Even under ordinary conditions, it may be difficult for teachers to completely understand the challenges that students face. This can be especially true for teachers of English language learners (ELL). Given the steadily increasing population of U.S. students who are classified as limited in English proficiency, it is imperative that teachers understand the perspective of an ELL student in an English-speaking classroom. Meaningful professional development can further this type of understanding. In this article, we describe a professional development experience in which twenty-two teachers from schools with large Latino student populations participated in two mathematics lessons taught in Chinese. The goal for the activity was to allow the teachers to experience challenges similar to those that many students face. Thus, in addition to describing the mathematics lessons, we examine some of the participating teachers' reflections and insights.

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