scholarly journals Tomorrow’s EFL teacher educators

2011 ◽  
pp. 86 ◽  
Author(s):  
Adriana González Moncada ◽  
Diana Isabel Quinchía Ortiz
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Teacher Education Programs ◽  
Development Programs ◽  
Public And Private ◽  
Main Research ◽  
Ideal Teacher ◽  
Efl Teacher

Teacher education programs are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL). However, there are few studies that have explored the roles of teacher educators in this setting. Three main research questions guided this study: What actions have teachers taken to attain their professional objectives as EFL teachers? What experience have they had in professional development programs? What are the characteristics of an ideal teacher education program? This paper reports the findings concentrating on the ideal characteristics of an EFL teacher educator analyzing the testimonies of teachers from public and private schools. The study used four focus groups sessions and a questionnaire as the main data collection techniques. The results suggest that issues such as knowledge of local realities, broad experience in teaching EFL, command of the language, and experience in research are identified as the most desirable characteristics of EFL teacher educators.

scholarly journals Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090149 ◽  
Author(s):  
Peter Bjorklund ◽  
Alan J. Daly ◽  
Rebecca Ambrose ◽  
Elizabeth A. van Es
Keyword(s):  
Social Networks ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Network Centrality ◽  
Education Programs

Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.

Education Technology in Teacher Education

2010 ◽  
pp. 50-63 ◽  
Author(s):  
Peter Rawlins ◽  
Benjamin Kehrwald
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Education Technology ◽  
Educational Technologies ◽  
Learning Activity ◽  
Teacher Education Programs ◽  
The Face ◽  
Single Complex ◽  
Change In Higher Education

This chapter examines the use of educational technologies in teacher education programs through the exploration of a single professional practice course in a pre-service teacher education program in New Zealand. This case highlights the opportunities associated with teacher educators’ unique role in promoting and supporting the use of educational technologies amongst pre-service teachers. It examines the use of a single complex learning activity to integrate education technology into other subject studies and realize some of the transformative potentials associated with the use of technologies in education. It also identifies the challenges of leveraging these opportunities in the face of (a) a complex and demanding role for teacher educators and (b) the forces of change in higher education.

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

2021 ◽  
pp. 105345122110510
Author(s):  
LaRon A. Scott ◽  
Imani Evans ◽  
Risha Berry
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Emotional Behavior ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs.

scholarly journals Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

2021 ◽  
Vol 7 (2) ◽  
pp. 140-154
Author(s):  
Fatemeh Karimi ◽  
Ebrahim Fakhri Alamdari ◽  
Mehrshad Ahmadian
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teacher ◽  
Informal Observation ◽  
Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice,  the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

scholarly journals Has Reflective Practice Done More Harm than Good in Teacher Education?

Phronesis ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 80-88 ◽  
Author(s):  
Tom Russell
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Personal Perspective ◽  
Teacher Education Programs ◽  
Before And After ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schön’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

2020 ◽  
pp. 002248712094984
Author(s):  
Rick Voithofer ◽  
Michael J. Nelson
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Qualitative Survey ◽  
Complex Integration ◽  
Survey Responses

Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.

scholarly journals EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

2015 ◽  
Vol 21 (1) ◽  
pp. 78
Author(s):  
Nur Hayati
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Efl Teacher ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Teacher Education

Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and socialawareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs) when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussionby looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.

scholarly journals O trabalho docente do professor formador no contexto atual das reformas e das mudanças no mundo contemporâneo

2019 ◽  
Vol 91 (227) ◽  
Author(s):  
Marli André ◽  
Patrícia Almeida ◽  
Marcia Hobold ◽  
Neusa Ambrosetti ◽  
Laurizete Passos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Case Studies ◽  
Teacher Educators ◽  
Institutional Environment ◽  
Teacher Educator ◽  
Research Data ◽  
Social Changes ◽  
Public And Private ◽  
Current Context ◽  
Education Courses

Resumo O texto discute dados de uma pesquisa que focaliza o trabalho do professor formador. Optou-se por discutir, neste artigo, os principais desafios apontados pelos professores bem como as estratégias por eles utilizadas no enfrentamento das novas demandas ao seu trabalho. Foram realizados quatro estudos de caso em universidades de diferentes regiões do país, públicas e privadas. Foram entrevistados 53 professores formadores e analisados projetos pedagógicos. Os resultados das análises revelaram muitas mudanças no alunado que busca os cursos de formação, o que leva os professores formadores a reconstruir seus saberes e práticas. Essas mudanças não são incorporadas pelos projetos institucionais, deixando à iniciativa individual dos formadores a tarefa de enfrentá-las. Palavras-chave: trabalho docente, professor formador, contexto institucional, mudanças sociais Abstract The teacher educator teaching work in face of educational reforms and in the current context of a changing world This paper discusses research data that focuses on the work of the teacher educator. We chose to discuss in this article, the main challenges the teacher educators must face and the strategies they use in coping with the new demands on their work. We conducted four case studies in universities located in different regions of the country, public and private. We interviewed 53 teacher educators and reviewed documents. The results of the analysis revealed many changes in students who enter teacher education courses, which lead the teacher educators to reconstruct their knowledge and practices. These changes are not incorporated by institutional projects, leaving to individual teachers the burden of addressing them. Keywords: teaching work, teacher educator, institutional environment, social changes

scholarly journals Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study

2020 ◽  
pp. 47-54
Author(s):  
Bregje de Vries ◽  
◽  
Anja Swennen ◽  
Jurriën Dengerink ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Development Program ◽  
Building Blocks ◽  
Design Principles ◽  
Development Programs ◽  
Self Study ◽  
Inquiry Dialogue

Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.

The Influence of Teacher Education Programs on the Beliefs of Student Teachers: General Pedagogical Knowledge, Pedagogical Content Knowledge, and Teacher Education Course Work

1995 ◽  
Vol 14 (2) ◽  
pp. 157-178 ◽  
Author(s):  
Kim C. Graber
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
General Pedagogical Knowledge

The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated general pedagogical knowledge into teaching was contingent on the placement setting, support of the cooperating teacher, influence of pupils, and level the student teacher was teaching. Student teachers had greater difficulty incorporating pedagogical content knowledge. The student teachers from one university all believed they were primarily influenced by one particular teacher educator. A single powerful individual may be more important in shaping preservice student beliefs than an entire program of courses and experiences.

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