Tracing it Back: Identifying the Impact of a Trans-national Language Teacher Education Programme on Classroom Practice

RELC Journal ◽  
2016 ◽  
Vol 47 (1) ◽  
pp. 59-70 ◽  
Author(s):  
John Macalister
Keyword(s):  
Teacher Education ◽  
Classroom Practice ◽  
Education Programme ◽  
National Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Programme ◽  
The Impact

scholarly journals Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 121-134 ◽  
Author(s):  
Maria Gimena San Martin
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Programme ◽  
Learning To Teach ◽  
Language Teacher Education ◽  
Teacher Education Programme ◽  
Perceived Needs ◽  
Efl Teacher ◽  
Level Of Understanding ◽  
Efl Teacher Education

This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding.

scholarly journals “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education

ReCALL ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Melinda Dooly ◽  
Randall Sadler
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Theory And Practice ◽  
Future Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
The Usa ◽  
The Impact

AbstractThis article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

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