Language Teacher Development in Digital Contexts

2022 ◽  
Keyword(s):  
Teacher Development ◽  
Language Teacher

scholarly journals Language teacher professional education:

2021 ◽  
Vol 9 (4) ◽  
pp. 304-317
Author(s):  
Kátia Muck ◽  
Denise Cristina Kluge
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Professional Education ◽  
Sociocultural Perspective ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Professional

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

Book review: Farrell, T.S.C. (2017). Sociolinguistics and Language Teaching. Alexandria, Virginia. TESOL Press, vi + 50 pp.

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
William Lake
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Language Teaching ◽  
Language Teacher

Sociolinguistics, an area not traditionally grouped into TESOL curricula, occupies the limelight in Farrell's fresh addition to the English Language Teacher Development series. Here, educators will find the relevance of sociolinguistics for themselves and their students via accessible summaries of established sociolinguistics research and poignant reflective discussion questions.

Exploratory Practice in Continuing Professional Development

2017 ◽  
pp. 61-85 ◽  
Author(s):  
Ines K. Miller ◽  
Maria Isabel A. Cunha
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Development ◽  
Continuing Professional Development ◽  
Educational Practice ◽  
Language Teacher ◽  
Public And Private ◽  
Professional Activities ◽  
Recent Trends

This chapter is constructed as a reflective professional narrative coming from the context of public and private continuing professional development in Rio de Janeiro, Brazil. The authors start the text by making explicit their involvement and alignment with the rationale of Exploratory Practice, within the broader horizon of language Teacher Development (Allwright, 2001). The text establishes a theoretical dialogue with Reflective Practice, Action Research and Exploratory Action Research, considering them as recent trends in teacher education and other possible modes of Practitioner Research (Allwright & Hanks, 2009). The authors expand on Exploratory Practice as a paradigm that foregrounds inclusivity, ethics and criticality. Examples of Potentially Exploitable Pedagogic/Professional Activities (PEPAs) and Potentially Exploitable Reflexive Activities (PERAs) will be shared by showing that they result from integrating the ‘work for understanding' with regular pedagogic activities or broader educational practice.

Language teacher identity

2019 ◽  
Vol 52 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Hayriye Kayi-Aydar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Teacher Identity ◽  
Classroom Practices ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Pedagogical Choices ◽  
Language Teacher Identity

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

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