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In this publication national and international researchers working in the field of English as a Foreign Language (EFL) education, applied linguistics and educational sciences are presenting their current research in the area of primary EFL teacher education. The starting point of this collection was the general shift in educational research towards the role of teachers as well as towards facets of the teaching profession and their relative contributions to successful and 'good' education. All contributions to this volume focus primarily on hitherto insufficiently researched as¬pects of the professional development of primary EFL teachers. This book is thus contributing to closing existing research gaps as well as giving impetus for future studies and increasing communication about research on the professional development of EFL teachers in related disciplines. Aside from an overview of teaching primary EFL in Europe and beyond, the contributors are presenting up-to-date research on policy and practice of primary EFL teacher education, in-service training as well as professional competences and beliefs of primary EFL teachers. Edited by Eva Wilden and Raphaela Porsch, this interdisciplinary book provides contributions from Nora Benitt, Henriette Dausend, Ann-Cathrin Deters-Philipp, Janet Enever, Alicia Jöckel, Johannes König, Angelika Kubanek, Sandra Lammerding, Rama Mathew, Günter Nold, Annamaria Pinter, Thorsten Piske, Shelagh Rixon, Andreas Rohde, Henning Rossa, Bianca Roters, Sarah Strauß and Sarantis Tachtsoglou.
This book examines the perspectives and experiences of student teachers who are in the process of becoming secondary school English teachers in Japan. It reports on the trainee teachers’ attitudes towards theory and practice in their professional development. Through a discussion of what professional expertise should look like in this context, the book identifies the challenges faced by the Initial Teacher Education (ITE) system in Japan, and suggests support and mediational activities that should be included as components of the ITE curriculum. The book contains valuable rich descriptions of trainee teachers’ experiences, and will be of interest to those working in EFL both in Japan and elsewhere.
This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.
This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It explores the professional gains teacher educators see in conducting research with their own students/future teachers and seeks to reduce the gap between educational research and practice.
This book investigates how teacher educators can facilitate the professional development of Content and Language Integrated Learning teachers, and discusses the effectiveness of such efforts and factors affecting it. It proposes theoretical models of professional development for Content and Language Integrated Learning teachers, documents empirical evidence showing the effectiveness of the models, and sheds lights on the various methodological approaches for research in the field.
Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them.
This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.
Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education. Investigating a range of European contexts, the book examines the effectiveness of teacher education for early language learning, covering contexts of multilingualism and English as a foreign language (EFL) with children under the age of 12. Split into three parts examining research into teacher practices, education, and curricula, chapters cover emerging topics such as teacher education and local linguistic encounters; global citizenship and transcultural education; linguistic landscapes and visual narratives; mixed-age classrooms and literacy skills; pre-service and in-service teacher education; and teacher and teacher educator competencies and beliefs. Offering a unique combination of foci on teachers, teacher education and classroom practice, this book will be of great interest to researchers and postgraduate students in the fields of early language education, multilingualism, EFL and teacher education more broadly. Student teachers and teachers working in early language learning contexts may also find the volume of interest. Introduction, Chapters 7, 11, 12 and 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
This book explores the reflective potentialities offered by analyses of teachers’ professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers’ narratives globally. Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher’s idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories toward becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes that being a "successful" teacher involves within these case studies, providing a useful contribution to the field of teacher education. Professional Learning and Identities in Teaching: International Narratives of Successful Teachers will be of great interest to researchers, academics, and post-graduate students of teacher education and international and comparative education.
Sharing the stories of educators working in a diverse range of international contexts, Being a Teacher uses personal narratives to explore effective teaching and learning in global settings. Demonstrating how personal values influence pedagogical practice, and asking how practice can be improved, authors reflect on their experiences not just as teachers, but also as learners, to offer essential guidance for all prospective educational professionals. The book focuses on teacher narratives as a vehicle for consideration of teacher professionalism, and as a way of understanding issues which are important to teachers in different contexts. By sharing and analysing these narratives, the book discusses the increasing complexity of teaching as a profession, and considers the commonality within the narratives. Each chapter includes graphic representations of analysis and encourages its reader to reflect critically on central questions, thereby constructing their own narrative. Being a Teacher provides an in-depth and engaging insight into the education system at a global level, making it an essential read for anyone embarking on a teaching career within the international education market.