Integrating global competence into elementary school pre-service teacher education of English language in Taiwan

2021 ◽  
pp. 156-167
Author(s):  
Yilin Chen ◽  
Rae Ping Lin
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
English Language ◽  
Global Competence ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Exploring Challenges and Possibilities in Pre-Service Teacher Education

2021 ◽  
pp. 179-194
Author(s):  
Larisa Kasumagić-Kafedžić
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Bosnia And Herzegovina ◽  
English Language ◽  
Teacher Education Program ◽  
Language Education ◽  
Analytical Skills ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Twenty years after the war (1992-1995) in Bosnia and Herzegovina the country is still very fragile, dysfunctional and continues to face numerous political and socio-economic challenges. Ethnically fragmented and exclusivist approaches to education in Bosnia and Herzegovina are anathema to the development of critical thinking and analytical skills necessary to open young minds, reduce intolerance and question the ethnic status quo narrative (Perry, 2015). This paper will try to present a good example of academic and social successes achieved with students who are attending an English language teacher education program at the University of Sarajevo in the context of challenging teaching and learning environments. The paper will explore the possibilities and challenges for using a critical pedagogy framework and intercultural approach to foreign language education in pre-service teacher education courses that emphasizes reflection, critical thinking, empathy, multiperspectivity along with other aspects of intercultural communicative competences which are integrated in this course.

ELF-aware pre-service teacher education: practices and perspectives

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 453-462
Author(s):  
Esma Biricik Deniz ◽  
Elif Kemaloglu-Er ◽  
Yonca Ozkan
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teaching Practice ◽  
English Language Teaching ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Abstract English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today’s English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory–practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational model for pre-service teachers aiming to raise their awareness of the pedagogy of ELF, synthesizing theory with practice. It investigates how prospective teachers exposed to the ELF-aware teacher education model integrated ELF into their teaching and their viewpoints about the process. The entire process has been reported to contribute significantly to the participants’ professional development as well as presenting several challenges.

Exploring Challenges and Possibilities in Pre-Service Teacher Education

2016 ◽  
pp. 42-62
Author(s):  
Larisa Kasumagić-Kafedžić
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Bosnia And Herzegovina ◽  
English Language ◽  
Teacher Education Program ◽  
Language Education ◽  
Analytical Skills ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Twenty years after the war (1992-1995) in Bosnia and Herzegovina the country is still very fragile, dysfunctional and continues to face numerous political and socio-economic challenges. Ethnically fragmented and exclusivist approaches to education in Bosnia and Herzegovina are anathema to the development of critical thinking and analytical skills necessary to open young minds, reduce intolerance and question the ethnic status quo narrative (Perry, 2015). This paper will try to present a good example of academic and social successes achieved with students who are attending an English language teacher education program at the University of Sarajevo in the context of challenging teaching and learning environments. The paper will explore the possibilities and challenges for using a critical pedagogy framework and intercultural approach to foreign language education in pre-service teacher education courses that emphasizes reflection, critical thinking, empathy, multiperspectivity along with other aspects of intercultural communicative competences which are integrated in this course.

scholarly journals The reconceptualisation of knowledge base in the pre-service teacher education curriculum: Towards ELF pedagogy

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Zulfa Sakhiyya ◽  
Helena I.R. Agustien ◽  
Hendi Pratama
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Language Proficiency ◽  
English Language ◽  
Pedagogical Practices ◽  
Cultural Perspective ◽  
Lingua Franca ◽  
Language Teacher Education ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This article examines “what will be taught” or the knowledge base demonstrated in the English language teacher education curricula by using the framework of English as a Lingua Franca. The need for enhancing the professionalism of English teachers in the ascendancy of English as a Lingua Franca (ELF) in Indonesia demonstrates a critical point where pre-service teacher education holds strategic roles. This epistemological turn needs to ensure that the teachers are devised with knowledge base as well as contextual approach suited to each particular educational environment. Fifteen Indonesian pre-service teacher education programmes were randomly selected and meta-analysed to aggregate the extent of reconceptualisation of the knowledge base provision by focusing on the curricula’s emphasis (linguistics and/or language proficiency) and the integration of socio-cultural perspective. Although these curricula cannot wholly represent cultural responsiveness and pedagogical practices, they could serve as sites concerning the values and knowledge held as important in the institution. We argue that there is a need to place a greater emphasis on the language proficiency that matches the ELF paradigm, as well as to reconceptualise the knowledge base to respond to the diverse Indonesian socio-cultural realities encountered by the recontextualising agents, the teachers. The reconceptualisation of knowledge base would foster greater awareness of sociocultural relativity and learning expectations of teaching ELF situated in the Indonesian educational context.

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