A survey of world language cooperating teachers: Implications for teacher development

2019 ◽  
Vol 52 (4) ◽  
pp. 873-890 ◽  
Author(s):  
Kelly M. Moser ◽  
Paul A. García ◽  
Patricia Davis‐Wiley ◽  
Todd A. Hernández
Keyword(s):  
Teacher Development ◽  
Cooperating Teachers ◽  
World Language

Facing reality: A survey of methods instructors’ perspectives on world language teacher development

2019 ◽  
Vol 52 (1) ◽  
pp. 165-183 ◽  
Author(s):  
Paul A. García ◽  
Kelly M. Moser ◽  
Patricia Davis‐Wiley
Keyword(s):  
Teacher Development ◽  
World Language ◽  
Language Teacher ◽  
Methods Instructors

scholarly journals Challenges in Practicum: Two Sides of the Coin

2015 ◽  
pp. 38 ◽  
Author(s):  
Gizem Mutlu
Keyword(s):  
Beginning Teachers ◽  
Teacher Development ◽  
English Language ◽  
Cooperating Teachers ◽  
English Language Teaching ◽  
Quality Data ◽  
Teacher Education Programs ◽  
State University ◽  
Academic Year

One possible way to eliminate the problems of beginning teachers would be to improve the quality of practicum component of teacher education programs since the practicum is where pre-service teachers (PTs) face realities of a classroom. The present study was conducted to find out the challenges that PTs and cooperating teachers (CTs) experience during practicum practices, in the hope that detection of the challenges may shed light on which aspects of practicum needs to be improved to increase quality. Data for the study were collected in the spring term of the 2013-2014 academic year through in-depth interviews with eight PTs studying at the English Language Teaching (ELT) department of a state university in Turkey and three CTs mentoring this group of PTs. The responses indicated that there were serious concerns about practicum practices conducted in Turkey, and thus a revision of those practices was needed.Keywords: practicum, teacher development, pre-service teachers, cooperating teachers.

Reflection as a Key Concept for Teacher Development

2011 ◽  
Vol 13 (1-2) ◽  
Author(s):  
Dillip Raj Chaudhary
Keyword(s):  
Teacher Development

Reflective Teaching Methods at Schools for English Teachers’ Professional Development (International Turkish Private Schools)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ekaterine PIPIA ◽  
Tamar SHARASHENIDZE-SOYUCOK
Keyword(s):  
Teacher Development ◽  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Mixed Model ◽  
Journal Writing ◽  
Reflective Teaching ◽  
Collaborative Group ◽  
Peer Observation ◽  
Muslim Countries

The aim of the study was to find out the most applicable reflective teaching methods for English language teachers in Georgia and Muslim countries.  The study tends to identify the general English language teaching tendencies and stresses the teaching discrepancies for Muslim countries. These peculiarities are analyzed to provide a clear-cut picture of reflective teaching practices, possible changes and desirable improvements, which would be different for Georgia and Muslim countries (Egypt, Turkey and Yemen). The data obtained from one survey showed that school administration supports teacher development, including via reflective teaching. Another survey, conducted in Egypt, Turkey and Yemen regarding the cultural and gender issues in designing reflective teaching practices, showed that the majority of teachers prefer to be involved in collaborative group work, rather than being observed by a peer due to Muslim cultural traditions concerning gender relations. Both genders avoid peer work, because there is a possibility to stay alone with the opposite gender for the discussions and this might cause some inconveniences. The interview conducted in Georgia showed that teachers do not like cooperative reflective activities. As Georgian teachers of English better liked journal writing and peer observation, the experiment conducted in Georgia dealt with them. It revealed the fact that the mixed model of reflective teaching (peer observation accompanied by journal writing) is more productive for Georgia more than just peer observation.

Features of Preparation of Teachers of Higher School: Flexible Management Technologies

2020 ◽  
Author(s):  
А.Н. Лебедев ◽  
О.А. Бурукина
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teacher Development ◽  
Educational Programs ◽  
Development Programs ◽  
Modern Management ◽  
University Teachers ◽  
Flexible Management ◽  
Applied Knowledge ◽  
Modern Technologies

авторы рассматривают консерватизм вузовских образовательных программ в качестве одного из препятствий в подготовке потенциальных преподавателей университетов. Рассмотрены особенности подготовки педагогов высшей школы по направлениям социально-гуманитарного образования. Авторы презентуют результаты анкетирования магистрантов и аспирантов, свидетельствующие о дефиците прикладных знаний респондентов в области современных технологий, таких как Agile. Обоснованы предложения по интенсификации программ повышения квалификации преподавателей, насыщению образовательных программ вопросами применения современных технологий менеджмента. the authors consider the conservatism of university educational programs as one of the obstacles in the preparation of potential university teachers. The article discusses the features of training higher education teachers in the areas of social and humanitarian education. The authors present the results of a survey of undergraduates and graduate students, indicating a lack of applied knowledge of postgraduate and graduate students in the field of modern technologies such as Agile. The article substantiates the proposals on the intensification of teacher development programs, the saturation of educational programs with the application of modern management technologies.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

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