scholarly journals Voices from Within: Student Teachers’ Experiences in English Academic Writing Socialization at One Indonesian Teacher Training Program

2015 ◽  
Author(s):  
Amirul Mukminin ◽  
Raden Ali ◽  
Muhammad Ashari
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Academic Writing ◽  
Teacher Educators ◽  
Comparative Method ◽  
Policy Implications ◽  
Future Research ◽  
Teacher Training Program ◽  
English Academic Writing

The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers’ help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.

The Subjective Norm and Attitudes of Preservice Teachers Toward Pupils With a Disability: An Experiment Based on the Cognitive Dissonance Theory

2020 ◽  
pp. 1-13
Author(s):  
Elke Emmers ◽  
Dieter Baeyens ◽  
Katja Petry
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Training Program ◽  
Cognitive Dissonance ◽  
Inclusive Education ◽  
Role Models ◽  
Teacher Educators ◽  
Subjective Norm ◽  
Experimental Conditions ◽  
Teacher Training Program

Abstract Both the attitude of the preservice teacher and the subjective norm in the teacher-training program play a crucial role in the process towards inclusive education (Donnelly & Watkins, 2011). However, little research has been done on influencing the attitudes of preservice teachers via the subjective norm. Two studies were carried out using a pre- and post-test with students of the teacher-training program (N = 24, N = 34) who were divided into 2 experimental conditions in which the subjective norm was manipulated in the form of positive or negative discourse towards pupils with disabilities. Attitudes were assessed by the Chedoke-McMaster Attitudes Towards Children With Disabilities (CATCH) Scale (Rosenbaum, Armstrong, & King, 1986). Results show that we can cautiously assume that the subjective norm has an influence on the attitudes of the preservice teachers and that cognitive dissonance was experienced in which preservice teachers changed their own attitudes as a function of the subjective norm. The results of this study are therefore a plea for teacher education programs to not only focus on strong inclusive curricula but also pay sufficient attention to the inclusive mindset of teacher educators as role models for preservice teachers.

scholarly journals Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

2020 ◽  
Vol 14 (2) ◽  
pp. 219-224
Author(s):  
Abid Abid
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training Program ◽  
Teacher Educators ◽  
Structured Interview ◽  
Research Approach ◽  
Teacher Training Program ◽  
Efl Teacher ◽  
L1 Use ◽  
The Many

The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output. 

scholarly journals Presence and unpredictability in teacher education

2020 ◽  
Vol XIV (1) ◽  
pp. 1-10
Author(s):  
Susanne Even
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Student Teacher ◽  
Learning Processes ◽  
Indiana University ◽  
Teacher Training Program ◽  
University College ◽  
Contextualized Learning

The basis of this paper is the talk held at the 7th SCENARIO Symposium at University College Cork on May 4, 2019. It describes the student teacher training program at Indiana University and makes the claim that performative approaches need to be a central part of teacher education. Excerpts of student teachers’ course journals emphasize the need for contextualized learning, the inclusion of physicality, as well as the importance for teachers to be fully present in the classroom and embrace the unpredictability of learning processes.

scholarly journals Framing the Problem of Identity in Composition and TESOL Studies: A Sampler

2011 ◽  
Vol 28 (2) ◽  
pp. 20
Author(s):  
Hayat Messekher
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teacher Training ◽  
Language Acquisition ◽  
Training Program ◽  
Student Teachers ◽  
Teacher Identity ◽  
Paradigm Shift ◽  
Transformative Pedagogy ◽  
Teacher Training Program

This article looks at how the intricate issue of identity has been addressed and framed in composition and TESOL studies (C&T). It reviews five articles and a book as a sampler to explore identity research in various contexts ranging from the problematic rise of identity in second-language acquisition (SLA) research in 1997, which represented a paradigm shift in SLA research, to other research dealing with second-language (L2) learners’ identity, identity in a teacher training program (i.e., identity of student teachers), and finally, teacher identity as a transformative pedagogy.

Teacher training using wetlands

1986 ◽  
Vol 2 ◽  
pp. 31-34 ◽  
Author(s):  
Max Maddock
Keyword(s):  
Teacher Training ◽  
Environmental Education ◽  
Training Program ◽  
Student Teachers ◽  
Local Field ◽  
Field Studies ◽  
Teaching Experiences ◽  
Teacher Training Program ◽  
Careful Design

AbstractEnvironmental Education for student teachers requires careful design and operation to achieve desired ends. Initiatives taken in the Newcastle region have culminated in a teacher training program utilising local field studies centres with a variety of teaching experiences in mind. This article describes these experiences and notes the condition effecting the viability and vitality of such an approach to teacher training in environmental education.

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