scholarly journals Teacher training project. An attempt to devise an in-service training programme for English language teachers

2020 ◽  
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Training Programme ◽  
Language Teachers ◽  
Training Project ◽  
Service Training ◽  
English Language Teachers

scholarly journals Examining the Effectiveness of In-Service English Language Teacher Training in Khartoum State/Sudan 2011/2012

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Omer Elsheikh Hago Elmahid ◽  
Hatim Sami Mahmoud Bioumi
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Positive Impact ◽  
Training Programme ◽  
Language Teachers ◽  
Educational Institutions ◽  
Language Teacher ◽  
British Council ◽  
English Language Teachers

<em>This study aims at investigating the effectiveness of in-service English language teacher training in Khartoum state: A case study of in-service teacher training programme “English for Teaching 1” (EfT1) provided by the British Council (2011-2012). The Researchers adopted the descriptive analytical method to analyze the collected data. The tool used to collect data was a questionnaire which was analyzed with the Statistical Packages for Social Science (SPSS). All the Hypotheses of the study were verified to be true and according to the analysis of the questionnaire. The study has come up with the following findings: Teacher training programme English for Teaching (1) (EfT(1)) has a positive impact on developing teaching process, the components of the programme satisfy the training needs of the English language teachers in Khartoum State, and the trainees who attended the programme have a positive attitude and opinions towards the programme. The study has been included with some recommendations that reflect the importance of in-service teacher training for Sudanese English language teachers and the effectiveness of partnership between national and international educational institutions in this field.</em>

scholarly journals The effectiveness of the ELT component at the B.Ed. programme in Bangladesh: A critical perspective

2013 ◽  
Vol 6 ◽  
pp. 261-284
Author(s):  
Nasreen Sultana
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Language Teaching ◽  
Training Programme ◽  
Language Teachers ◽  
English Language Teaching ◽  
Critical Perspective ◽  
English Language Teachers ◽  
Training Institutions ◽  
Existing Structure

The study determines the level of effectiveness of the English course at the B.Ed. programme in Bangladesh in developing professionalism of the prospective English language teachers. Recently, English language teaching has gained momentum because of its local as well as global instrumental use. But, Bangladesh is still facing an acute shortage of skilled English language teachers. Hence, the study investigates the existing structure and the scope of English Language Teaching (ELT) in the teacher training programme of Bangladesh. For this purpose, data has been collected both from trained English language teachers and pre-service trainees to find out the level of success of the ELT course at the B.Ed. programme in Bangladesh. Hence, the study investigates the scope of English language teaching and teacher training with reference to the training institutions in Dhaka, Mymensingh and Comilla. Stamford Journal of English; Volume 6; Page 261-284 DOI: http://dx.doi.org/10.3329/sje.v6i0.13918

scholarly journals Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh

2019 ◽  
Author(s):  
Abdul Karim ◽  
Zohur Ahmed ◽  
Faheem Shahed ◽  
Mohammad Rahman ◽  
Abdul Mohamed
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Structured Interview ◽  
Language Teachers ◽  
Small States ◽  
Policy Makers ◽  
School Based ◽  
Service Training ◽  
Funded Project ◽  
English Language Teachers

Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.

scholarly journals Designed-in and contingent scaffolding in the teaching practice groups model

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
David Mallows
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Teacher Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Learning Needs ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
English Language Teachers

The focus of this paper is the teacher learning of trainee teachers of English as a second, other or foreign language to adults, within a particular model of initial teacher training: Teaching Practice Groups. It draws on socio-constructive theories of teacher learning to explore the learning of trainees within the model. Teaching Practice Groups are highly social; trainees on courses using the model interact a great deal with each other, with their peers, with the learners in the teaching practice classroom, and also with the course documentation and activities. This paper suggests that these interactions, and the consequent development of trainees’ knowledge and understanding of teaching, are scaffolded in both ‘designed-in’ and ‘contingent’ ways (Hammond & Gibbons 2005: 12). Designed-in scaffolding can be seen in the way the course is structured, in the activities that learners are expected to engage with, and in the documents and processes through which these processes are managed. Contingent scaffolding on the other hand, the spontaneous actions and guidance of the trainer in response to the immediate learning needs of the trainee teacher, is unplanned. While the findings from this study are specific to the context of Teaching Practice Groups, this paper also offers a contribution to more general knowledge about initial teacher training for English language teachers.

scholarly journals Blended learning: Investigating its potential in an English language teacher training program

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Zeynep Kocoglu ◽  
Yesim Ozek ◽  
Yesim Kesli
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Training Program ◽  
English Language ◽  
Language Teachers ◽  
Language Teacher ◽  
Face To Face ◽  
Teacher Training Program ◽  
English Language Teachers ◽  
Face To Face Instruction

<span>Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended learning in language teacher education. This study discusses a blended learning approach for a teacher training program designed for in-service English language teachers, and investigates its effectiveness by comparing with a face to face MA Program in English Language teaching. The research involved 39 in-service English language teachers, with 12 studying in a blended course (i.e., they received face to face instruction in the classroom and used web-based materials) and 27 in a traditional classroom. Results indicated that there was no difference in content knowledge acquisition between teachers receiving blended instruction and teachers receiving face to face instruction.</span>

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