Does the Latest English Language Teacher Education Curriculum Develop Student Teachers' Professional Competencies (original) (raw)
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Australian Journal of Teacher Education
Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency is actually needed and the amount of practice teaching should also be increased. Additionally, the findings of this study also offer some helpful suggestions and/or recommendations for improving the current EFL teacher education programme at least in the Spanish evaluation context. Literature Review In today´s globalized world, the unprecedented importance and role of English as the most influential language of international communication cannot be denied in our lives. Hence, much emphasis has been placed on the need to train highly qualified and competent language teachers, thus highlighting the importance of EFL teacher education programmes. Certainly, not much has been researched and written about the overall evaluation of such EFL teacher education programmes so far, except for a few published studies (Seferoglu, 2006;
A Sociopsychological Study of Professional Competencies of a 21st Century EFL Teacher
Iranian Evolutionary Educational Psychology Journal , 2019
This article reports on a sociopsychological study designed to investigate the components of 21st century teachers’ professional competencies in the English as a foreign language (EFL) context in Iran. A total number of 30 members of the English language teaching (ELT) professional community including experienced university teacher educators, supervisors in the private sector, teacher trainers, and EFL teachers in the public and private sectors, participated in this study. Data were collected through semi-structured interviews. For data analysis, qualitative content analysis was used. An independent coder who was an expert in this field was suggested to code one part of interview transcription randomly. An inter-coder agreement of 94.77% was gained. After analyzing the data, six main categories of professional competencies of a 21st century EFL teacher were identified: personality factors, interpersonal factors, professional factors, factors related to teaching materials, learner factors, and assessment factors. The findings contributed empirical evidence to an understanding of Iranian EFL teachers’ professional competencies in their teaching profession in the 21st century that can be utilized as a framework for the improvement of teacher education policy and the design and implementation of teacher-training programs.
EFL Teachers’ Knowledge toward Their Current Practices
International Journal of Secondary Education, 2015
There are many factors which influence the process of teaching English as a foreign language. One of the most influential in the process of teaching English is teachers' knowledge of teaching English. Knowledge of teaching English plays an important role in teachers' effectiveness and their choice of instructional practices. The total sampling of 133 Indonesian EFL teachers with different years of teaching experiences were participated in this study. After obtaining the raw data, the SPSS software (version 20) was used to analyze the data. The findings showed that the most dominant element of EFL teachers' knowledge of teaching English is teaching skills, and there is a significant influence of EFL teachers' teaching skills to their practices of teaching English. This research also indicated that there are no significant differences among the years of EFL teachers' teaching experiences toward their knowledge of teaching English.
Utilizing the Epostl for English Language Teacher Education Process: Needs and Gains
International Online Journal of Education and Teaching, 2018
The review of literature clarifies that teacher education starting from the faculty as a pre-service process needs refreshment in making revisions of its boundaries, competences and classifications as providing gains for the whole system. Thus, this study provides a sample for other subject fields of teacher education since it aims to show how a new generation tool named as European Portfolio for Student Teachers of Languages (EPOSTL) can be used to define the needs of prospective English as a foreign language (EFL) teachers and foster the teacher education system with its gains. The sample of the study consists of 4 th grade prospective EFL teachers studying at Hacettepe University, Department of ELT (N=38). For data collection, the adapted 5 point likert-type scale version of EPOSTL was applied to the participants. In the data analysis process in addition to the calculations of frequencies and percentages, some parametric statistics were used. The findings of the study reveal that...
EFL Teachers' Competencies According to Student Opinions
11th International Conference on Theory and Application of Soft Computing, Computing with Words and Perceptions and Artificial Intelligence - ICSCCW-2021, 2022
An important task facing education is to present fundamentally new requirements for the training of teaching staff. Flexible, individually oriented teaching and training should be a modern instructor who can provide the necessary competencies for innovative development and develop the creative abilities of students. The study aims to determine the proficiency of English teachers competencies who will teach English based on students' perceptions. The survey method was used in the research. According to the result obtained from the data collected with the questionnaire, the proficiency of the instructors working at the university, who gave English lessons with the distance education method during the pandemic period, was generally determined as good. In addition, students see the teaching staff's knowledge and application skills of English Teaching techniques as good. Students also consider the proficiency of the instructors to monitor and evaluate the learning progress in the teaching of English as a foreign language as very good. In addition, the students said that the proficiency of the instructors in the process of teaching English as a foreign language in terms of program and content knowledge competencies is very good.
International Journal of Research in English Education
The present study aimed at realizing and developing a scale and a model of English language teachers' pedagogical competence (ELTPC). By reviewing the related literature and adapting Thomas's (1987) language teacher competence, TESOL (2010) standards of professional EFL teachers, and teaching skills and model of pedagogical competence developed by Olsson, Martensson, and Roxa (2010) resulted in a 5-point Likert scale questionnaire consisting of seven constructs, namely preparation, management, teaching, subject mastery, assessment, attitude, and belief with 87 variables. The questionnaire underwent the scrutiny of experts' opinion and reliability estimates, which resulted in an instrument of 60 variables for the constructs. Next, the constructs were validated with 320 high school English teachers through a principal components analysis carried out via exploratory factor analysis. The result showed the constructs enjoyed high factor loadings, and with seven variables removed from the questionnaire, a 53-variable scale was developed. Finally, a model was developed based on the seven-construct questionnaire of ELTPC. The researcher hopes that English teachers and the educational system monitor, assess, and improve the quality of teaching based on the developed scale and model of ELTPC.
European Journal of Educational Research, 2020
Owing to the rapid expansion and development of newly upgraded undergraduate colleges and universities in China, the Ministry of Education implemented the College English Language Teaching Reform (CELTR) to improve College English language teaching and learning at higher institutions. This reform aims to improve the quality of teaching and learning of English as a Foreign Language (EFL). The present study aims to identify potential factors influencing the EFL teachers’ professional development in the context of the College English language curriculum reform in mainland China. In total, 92 EFL college teachers from a newly upgraded university located in Nanyang City, Central China participated in this study, and data were collected using a survey questionnaire. Overall, the findings indicate that the EFL teachers’ professional development improved during the implementation process of CELTR and the potential factors that contributed to their professional development were teachers’ und...
Kronos – The Language Teaching Journal
In order to improve the pre-service formation in Ecuador, the government created an education standardized curriculum to be used for all Higher Educational Institutions (HEIs) offering education undergraduate programs. Unfortunately, when designing this curriculum, curriculum developers did not consider the particularities of all different pre-service programs existing in the country, for instance, English language teaching and focused more on primary education. This lack of consideration for different education undergraduate programs resulted in difficulties in adopting the standardized curriculum in other specializations. This research presents the different variations existing among the English language teaching curricula which resulted from the attempts to adopt the standardized curriculum in English language teaching pre-service formation; as well as the challenges and difficulties that curriculum developers faced during this process. Using a mixed-methods research methodology,...
2020
Teacher education nowadays enjoys a high priority for officials and decision makers within the education sector in general and the field of English language teaching in specific. The understanding and determination of the main elements that constitute a particular teacher education programme for language teachers, such as the approach, structure and content is fundamental when designing any teacher education programme for novice language teachers to be qualified to perform sufficiently in the profession. This paper presents a critical review of the main approaches in the in-service programmes as a one type of the teacher education programmes in relation to the main concepts ―training‖, ―development‖ and ―education‖, with a special reference to the reality of teacher education programme for English language teachers in the Kingdom of Bahrain. The paper also offers an alternative approach with its elements for English language teachers‖ training and development.
EFL Teachers' Knowledge of Teaching English
There are many factors which influence the process of teaching English as a foreign language. One of the most influential in the process of teaching English is teachers' knowledge of teaching English. Knowledge of teaching English plays an important role in teachers' effectiveness and their choice of instructional practices. The total sampling of 133 Indonesian EFL teachers with different years of teaching experiences were participated in this study. After obtaining the raw data, the SPSS software (version 20) was used to analyze the data. The findings showed that the most dominant element of EFL teachers' knowledge of teaching English is teaching skills, and there is a significant influence of EFL teachers' teaching skills to their practices of teaching English. This research also indicated that there are no significant differences among the years of EFL teachers' teaching experiences toward their knowledge of teaching English.