Initial English Language Teacher Education : International Perspectives on Research, Curriculum and Practice.
Banegas, Darío Luis.
Initial English Language Teacher Education : International Perspectives on Research, Curriculum and Practice. - 1st ed. - 1 online resource (249 pages)
Intro -- Title Page -- Copyright Page -- Contents -- List of Figures -- List of Tables -- Notes on Contributors -- List of Abbreviations and Acronyms -- Introduction -- Initial English language teacher education -- Theoretical perspectives in IELTE -- The knowledge base and main themes -- Structure of the book -- Chapter 1 Pre-service and Novice Teachers' Perceptions on Second Language Teacher Education -- Objectives -- Introduction -- A multidimensional conceptualization of the knowledge base of SLTE -- The ELT education scenario in Argentina -- The research experience: Recording their voices -- In their own voices: The knowledge base of LT -- In their own voices: The enacted curriculum and the knowledge base of SLTE -- Conclusion -- Questions for change -- Chapter 2 Enhancing Student Engagement with Academic Learning in EFL Pre-service Teacher Education Courses -- Objectives -- Introduction -- Contextual information -- Ways of understanding students' perceptions of the course experience -- Observations of student engagement with the course -- My reflection on the course innovation -- What is the next step? -- Conclusion -- Questions for change -- Chapter 3 Empowering Beginning EL Teachers in Literacy Pedagogical Practices -- Objectives -- Introduction -- The Singapore context -- Policy and the primary school in Singapore -- Teacher education in Singapore -- Profile of student-teachers in degree programmes -- Initial teacher preparation in EL methodology for young learners -- Approaches to course design and delivery -- Challenges and responses -- Conclusion -- Questions for change -- Chapter 4 Strengthening the Link between University Curricula and English Language Student-teacher Preparedness -- Objectives -- Background -- Sociocultural theory -- University curricula -- Teacher educator and student-teacher voices -- The curriculum. University curricula and student-teacher preparedness -- Conclusion -- Questions for change -- Chapter 5 Supporting Post-observation Feedback in the EFL Teaching Practicum -- Objectives -- Introduction -- Professional development of supervisors -- Professional context -- Theory underpinning the research -- The action research cycle -- Conclusion -- Questions for change -- Chapter 6 Technology-mediated Initial Teacher Education -- Objectives -- Introduction -- Perspectives on learning to teach -- LMSs and teacher learning -- Popular course formats for online learning -- Applying a designer's mindset: An action research project -- An activity theoretical perspective on the results -- Conclusion -- Questions for change -- Chapter 7 Exploring Student-teachers' Professional Identity Development through Discourse in an Online Language Teacher Education Programme -- Objectives -- The exploratory experience in context -- Gaining sense of teachers' identity through identity and discursive frameworks -- Examining student-teachers' identity construction through their own voices -- Conclusion -- Questions for change -- Chapter 8 Self-regulation and Language Teacher Training in Colombia -- Objectives -- Introduction -- Theoretical considerations -- Voices of Colombian teacher educators on student-teacher self-regulation challenges -- Recommendations to support SRL among teachers and learners -- Conclusion -- Questions for change -- Chapter 9 English Language Teaching and Reflection in Higher Education -- Objectives -- Introduction -- Theoretical foundations -- What the learner does is more important than what the teacher does -- Learning for teaching -- Literacy is thinking and organizing knowledge -- Conclusion -- Questions for change -- Chapter 10 Critical Awareness in Language Teacher Development -- Objectives -- Introduction. From teacher training to teacher critical awareness development -- Teacher training approaches -- Teacher education approaches -- Teacher development approaches -- Critical awareness development approaches -- A personal view -- Conclusion -- Questions for change -- Chapter 11 Emancipating EFL Student-teachers through Audiovisual Identity Texts -- Objectives -- Oppressive images of EFL learning -- Emancipating EFL teachers and learners -- A participatory workshop on teacher identity -- Evidence of intellectual, linguistic and pedagogical developments -- New images of EFL teaching -- Conclusion -- Questions for change -- Chapter 12 Globalization, Superdiversity, Language Learning and Teacher Education in Brazil -- Objectives -- Introduction -- Globalization, superdiversity and multilingualism and language teaching in Brazil -- Play/performance for creating new possibilities -- Critical collaboration for teacher education -- Conclusion -- Questions for change -- Acknowledgements -- Notes -- Conclusion -- Enacting IELTE -- Researching IELTE -- Future directions -- Envoi -- References -- Index.
9781474294423
English teachers--Training of--Cross-cultural studies.
Electronic books.
PE1066.I558 2017
428.24071
Initial English Language Teacher Education : International Perspectives on Research, Curriculum and Practice. - 1st ed. - 1 online resource (249 pages)
Intro -- Title Page -- Copyright Page -- Contents -- List of Figures -- List of Tables -- Notes on Contributors -- List of Abbreviations and Acronyms -- Introduction -- Initial English language teacher education -- Theoretical perspectives in IELTE -- The knowledge base and main themes -- Structure of the book -- Chapter 1 Pre-service and Novice Teachers' Perceptions on Second Language Teacher Education -- Objectives -- Introduction -- A multidimensional conceptualization of the knowledge base of SLTE -- The ELT education scenario in Argentina -- The research experience: Recording their voices -- In their own voices: The knowledge base of LT -- In their own voices: The enacted curriculum and the knowledge base of SLTE -- Conclusion -- Questions for change -- Chapter 2 Enhancing Student Engagement with Academic Learning in EFL Pre-service Teacher Education Courses -- Objectives -- Introduction -- Contextual information -- Ways of understanding students' perceptions of the course experience -- Observations of student engagement with the course -- My reflection on the course innovation -- What is the next step? -- Conclusion -- Questions for change -- Chapter 3 Empowering Beginning EL Teachers in Literacy Pedagogical Practices -- Objectives -- Introduction -- The Singapore context -- Policy and the primary school in Singapore -- Teacher education in Singapore -- Profile of student-teachers in degree programmes -- Initial teacher preparation in EL methodology for young learners -- Approaches to course design and delivery -- Challenges and responses -- Conclusion -- Questions for change -- Chapter 4 Strengthening the Link between University Curricula and English Language Student-teacher Preparedness -- Objectives -- Background -- Sociocultural theory -- University curricula -- Teacher educator and student-teacher voices -- The curriculum. University curricula and student-teacher preparedness -- Conclusion -- Questions for change -- Chapter 5 Supporting Post-observation Feedback in the EFL Teaching Practicum -- Objectives -- Introduction -- Professional development of supervisors -- Professional context -- Theory underpinning the research -- The action research cycle -- Conclusion -- Questions for change -- Chapter 6 Technology-mediated Initial Teacher Education -- Objectives -- Introduction -- Perspectives on learning to teach -- LMSs and teacher learning -- Popular course formats for online learning -- Applying a designer's mindset: An action research project -- An activity theoretical perspective on the results -- Conclusion -- Questions for change -- Chapter 7 Exploring Student-teachers' Professional Identity Development through Discourse in an Online Language Teacher Education Programme -- Objectives -- The exploratory experience in context -- Gaining sense of teachers' identity through identity and discursive frameworks -- Examining student-teachers' identity construction through their own voices -- Conclusion -- Questions for change -- Chapter 8 Self-regulation and Language Teacher Training in Colombia -- Objectives -- Introduction -- Theoretical considerations -- Voices of Colombian teacher educators on student-teacher self-regulation challenges -- Recommendations to support SRL among teachers and learners -- Conclusion -- Questions for change -- Chapter 9 English Language Teaching and Reflection in Higher Education -- Objectives -- Introduction -- Theoretical foundations -- What the learner does is more important than what the teacher does -- Learning for teaching -- Literacy is thinking and organizing knowledge -- Conclusion -- Questions for change -- Chapter 10 Critical Awareness in Language Teacher Development -- Objectives -- Introduction. From teacher training to teacher critical awareness development -- Teacher training approaches -- Teacher education approaches -- Teacher development approaches -- Critical awareness development approaches -- A personal view -- Conclusion -- Questions for change -- Chapter 11 Emancipating EFL Student-teachers through Audiovisual Identity Texts -- Objectives -- Oppressive images of EFL learning -- Emancipating EFL teachers and learners -- A participatory workshop on teacher identity -- Evidence of intellectual, linguistic and pedagogical developments -- New images of EFL teaching -- Conclusion -- Questions for change -- Chapter 12 Globalization, Superdiversity, Language Learning and Teacher Education in Brazil -- Objectives -- Introduction -- Globalization, superdiversity and multilingualism and language teaching in Brazil -- Play/performance for creating new possibilities -- Critical collaboration for teacher education -- Conclusion -- Questions for change -- Acknowledgements -- Notes -- Conclusion -- Enacting IELTE -- Researching IELTE -- Future directions -- Envoi -- References -- Index.
9781474294423
English teachers--Training of--Cross-cultural studies.
Electronic books.
PE1066.I558 2017
428.24071