An integrated approach to introducing TEIL in language teacher education at the interface of linguistics, language education and teaching practice1

2021 ◽  
pp. 9-27
Author(s):  
Marcus Callies ◽  
Heather Haase ◽  
Stefanie Hehner
Keyword(s):  
Teacher Education ◽  
Language Education ◽  
Integrated Approach ◽  
Language Teacher Education ◽  
Language Teacher

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

scholarly journals An Analysis of Language Teacher Education Programs: A Comparative Study of Turkey and Other European Countries

2016 ◽  
Vol 9 (8) ◽  
pp. 213 ◽  
Author(s):  
Gonca Altmisdort
Keyword(s):  
Teacher Education ◽  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
English Language Proficiency ◽  
Teacher Education Programs ◽  
Education Programs ◽  
English Language Education ◽  
Language Teacher Education ◽  
Language Teacher

<p>The main aim of this study is to analyze and discuss the similarities and the differences between English language teacher educationial programs at universities in Turkey, and to identify the undergraduate students’ ideas about their current curriculum. In addition to this, the study aims to compare the education of English language teacher education in some countries in which English language proficiency scores are at the highest level in EF EPI (EF English Language Proficiency Index), and to suggest some important points to improve the language teacher educationial programs in Turkey.</p><p>In the study, a document analysis and a semi-directed interviews with the 30 students in English language education departments in Turkey are implemented to provide valid and reliable results. The interview questions are based on students’ thoughts and ideas describing the sufficiency of their programs, and their goals and objectives. In the study, also, the course curricula of 15 English language teacher education programs are examined and compared. In this research, qualitative and quantitative methods are used. The study includes an international comparison of English language teacher education. With the comparison of the programs, some weak points of English language education programs in Turkey are determined. Besides, in the study, with the analysis of the English teacher education in 5 countries, the ways in which how they reached these targets are defined. At the end of the study, some suggestions are submitted to design and develop English language teacher education programs to produce more successful future teachers and English language education.</p>

scholarly journals Practices and perspectives of teacher trainees upon online language education programme

2021 ◽  
pp. 246-257
Author(s):  
Feryal Cubukcu
Keyword(s):  
Teacher Education ◽  
Online Education ◽  
English Language ◽  
Language Education ◽  
Education Programme ◽  
Future Research ◽  
Structured Interviews ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Trainees

Instructional technologies have been used extensively after the spread of COVID19. Council of Higher Education in Turkey closed down all the universities and embarked on online education by issuing a statement that all universities were free to choose the platform they wished to use. This study aims at discovering how online language teacher education programmes yielded emerging patterns and how teacher trainees’ perspectives were in relation with these online language teacher education programmes. To reach this aim, 275 teacher trainees at the Department of English Language Teaching participated in the study and semi-structured interviews were held with them. This discussion illuminates critical issues and attitudes of teacher trainees along with the challenges unique to programmes as a future research agenda.

scholarly journals THE ORGANISATION OF RESEARCH IN FOREIGN LANGUAGE TEACHER PREPARATION IN THE US UNIVERSITIES

2021 ◽  
pp. 79-84
Author(s):  
Marianna Levrints (Lőrincz)
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Foreign Language ◽  
Scientific Inquiry ◽  
Professional Growth ◽  
Language Education ◽  
Scientific Publications ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Graduate Research

Although research has been shown to expedite the professional growth and development of prospective specialists, less is known about the effective world practices in undergraduate and graduate research that could be applied in Ukrainian language teacher education. The present article explores the characteristics of student resear ch in US foreign language teacher education. The study focused on the analysis of academic literature, normative resources and the practical experience of language teacher preparation with the aim of extrapolating good practices into the Ukrainian system of language teacher education. It was shown that student research integrates didactic approaches with elements of creative activity, individual research projects, culminating projects, the study of specialised disciplines, individual and group scientific inquiry, not included in the curricula of educational programmes. The organisational forms of the latter are research symposia, seminars, workshops, conferences, preparation of scientific publications and some others. Among the central tasks of undergraduate and graduate research is the preparation of highly qualified, autonomous specialists, who are capable of accumulating and generating scientific knowledge, skillful application of professional knowledge in approaching the task of teaching; familiarising students with the methodology for organising and conducting research in the field of foreign language education; increasing motivation for scientific inquiry and professional development, intensification of learning; promotion of critical and reflective thinking, professional self-identification and self-realisation; stimulating the need for continuous self-development; implementation of individualisation and differentiation principles in language teacher education; replenishment of the cohort of scientific and pedagogical staff. The research competence is developed through diverse didactic forms and approaches; it is characterised mainly by electiveness at the undergraduate level and is a mandatory component of the graduate programmes’ curricula in foreign language teacher education.

‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice

2020 ◽  
pp. 136216882090628
Author(s):  
Rui Yuan ◽  
Pauline Mak ◽  
Min Yang
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Situated Learning ◽  
Teacher Educators ◽  
Language Education ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers’ RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many educational contexts. While existing literature has documented the potential benefits that student teachers may reap from video-based RP, there is a lack of attention to the complex interplay between the process of their RP and the contextual factors in their situated learning environment. This article reports on a study which aims to promote video-based RP among student teachers in a pre-service language teacher education course in Hong Kong. Drawing on data from post-course interviews with and the videoed reflection of six student teachers, the study uncovered the complex and dynamic process of the student teachers’ video-based RP. This article offers practical implications for language teachers, teacher educators and school leaders on how to promote RP in second language teacher education.

Innovation in Teacher Development

1992 ◽  
Vol 13 ◽  
pp. 260-275 ◽  
Author(s):  
H. G. Widdowson
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
Teacher Development ◽  
Language Teaching ◽  
Language Education ◽  
Macro Level ◽  
Teacher Role ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Micro Level

All of the issues dealt with in the preceding sections of this volume clearly carry with them implications for language teaching and call for a reconsideration of the teacher role, the nature of pedagogic competence which such a role requires, and how people might be most effectively prepared to enact it. In the case of national curricula, as discussed in Section 1 of this volume, whatever proposals are made at the macro-level of educational policy depend for their effectiveness on the interpretation by teachers at a micro-level of pedagogic practice and their abilities to carry out the proposals. So whatever is proposed for language education as policy carries clear implications for language teacher education as well. This might seem to be all too self-evident, but it is easy to cite instances where policy decisions have been made and proposals imposed without taking such implications into account.

scholarly journals A Consideration of Language Teacher Education in Ireland, North and South

2018 ◽  
Vol 24 ◽  
pp. 83-90
Author(s):  
Patrick Farren ◽  
Eugene McKendry
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Language Education ◽  
Traditional View ◽  
Linguistic Landscape ◽  
Language Teacher Education ◽  
Language Teacher ◽  
European Languages ◽  
Queen's University ◽  
North And South

This paper surveys the context of language teacher education in Ireland, north and south, across the sectors (primary and post-primary, Irish, Modern Languages and English as an Additional Language). The discussion and analysis that follows arose through the contributions by language teacher educators to a conference organised by the Queen’s University of Belfast under the auspices of the Standing Conference on Teacher Education, North and South (SCoTENS)1. The authors suggest that a traditional view of diversification in language education, focusing on Irish and the main European languages, must be reconsidered in light of the new demographic and linguistic landscape of Ireland, North and South.

scholarly journals AN OVERVIEW OF THE EUROPEAN PROFILE FOR LANGUAGE TEACHER EDUCATION ON THE LANGUAGE TEACHER EDUCATION REFORMS IN TURKEY

2020 ◽  
Vol 3 (1) ◽  
pp. 37-45
Author(s):  
Gizem Arslan
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Education Reform ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Education Reforms ◽  
Education Policies ◽  
Language Teacher Education ◽  
Language Teacher

English language is now the most commonly used lingua franca all over the world and has become an international language. Consequently, learning English is an important objective in the education system in every country as well as the EU member countries. This status of English language results in some fundamental changes in the foreign language education and foreign language teacher education policies of almost every country globally. This paper addresses the question whether the European Profile for language teacher education affects the foreign language teacher education policies and reforms in Turkey. The study also focuses on the general European profile for foreign language teacher education on Turkey contexts as well as the influence of the European profile for language teacher education on the foreign language teacher education reforms in Turkey. Keywords: English language, foreign language education, language teacher education profile in Europe, language teacher education reform in Turkey

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.

scholarly journals Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education

2021 ◽  
Author(s):  
Ismail Hakki Mirici ◽  
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Foreign Language ◽  
Qualitative Data ◽  
Language Education ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy ◽  
Efl Teacher ◽  
Efl Teacher Education

The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative data. The participants of the study were selected via total count sampling model and covered all of the PhD students (N = 9) taking the course entitled “Foreign Language Teacher Education Policy in Europe” with the code: IDO710 within the ELT program of the Hacettepe University Graduate School of Educational Sciences in the Fall Semester of 2020–2021 academic year. The data were collected via students’ self-reflection reports after the course had been completed and were analysed using content analysis as one of the qualitative data analysis methods. The results showed that at the end of the course the participant students’ awareness was highly increased about the European foreign language teacher education policy and related documents; they decided to make use of these documents in their own contexts; they had a deeper understanding of the English as a Foreign Language (EFL) teacher education; and they became determined to carry out further research on the effectiveness of the European documents on EFL teacher education in Turkey.

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