Comparing local and international English teacher training courses: Lessons learned

Ganji, Mansoor; Ketabi, Saeed; Shahnazari, Mohammadtaghi

doi:10.1080/2331186x.2018.1507174

Cited by 6 publications

(7 citation statements)

References 23 publications

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“…Regarding the process of becoming an English teacher, the tales of different stages of these teachers' language education life may suggest that teachers' perceptions and abilities—particularly including their views of the sociocultural relevance and significance of their roles—are not simply shaped through a teacher education program, let alone a week‐long course as in the case of Iranian language institutes (Ganji et al., 2018; Haghighi & Norton, 2017; Tajik, Mirhosseini, & Ramezani, 2019). Therefore, research focus on apprenticeship of observation alone; pre‐service student teachers' preparation alone; or novice teachers' early career experiences alone (e.g., Rosas‐Maldonado et al., 2021; Trent, 2011; Villegas et al., 2020) may not provide a comprehensive understanding of the breadth and depth of English language teacher practices, perceptions, and identities.…”

Section: Discussionmentioning

confidence: 99%

“…As Haghighi and Norton (2017) state in their examination of The Role of English Language Institutes in Iran , these private institutes “are playing an increasingly important role in Iranian society” (p. 428); their appeal “for Iranian students is that their pedagogy and curricula are more diverse and exciting than those available in public schools” and they are “navigating complex cultural practices both within Iranian society and the wider global community” (p. 436). The educational processes at private language institutes, however, have been questioned on different grounds, including their teacher education approaches that are argued to be based on received knowledge and stifled teacher creativity (Ganji, Ketabi, & Shahnazari, 2018).…”

Section: A Narrative Explorationmentioning

confidence: 99%

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Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

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Although critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

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Section: Discussionmentioning

confidence: 99%

Section: A Narrative Explorationmentioning

confidence: 99%

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

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“…This professional qualification and others like it are designed to equip English teachers with the practical knowledge needed for the job, making it an appealing option to those without a teaching degree as well as those who have a teaching degree. A study in Iran involving six private English language schools, Ganji, Ketabi, and Shahnazari (2018) commented on CELTA's effectiveness in equipping teacher trainees with knowledge about teaching and learning; the training programme enabled them to put that knowledge into practice. Moreover, the CELTA course offers constructive feedback during the course to help the participants make their lessons more effective.…”

Section: Celta: An International English Teacher's Professional Devel...mentioning

confidence: 99%

Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing

Hutabarat¹

2022

jet

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The field of English language teaching (ELT) has long been a fertile soil for native-speakerism where the native English teachers (NESTs) enjoy the privilege to be crowned as the ideal teachers of the language. Such belief is ingrained in all aspects of ELT including English language testing such as in International English language Testing System (IELTS), where the presence of non-native English examiners is extremely rare. Departing from this phenomenon, this study, conducted as a narrative case study, embarked to counter such claim by looking into the professional credentials and experiences of three non-native English teachers (NNESTs) who, against all odds, become official IELTS examiners in Indonesia. The data of the study were gathered through interviews and analyzed using thematic analysis. The findings show that the participants develop native-like level of fluency as the result of their investment in developing English skills through engaging in English mediated communication, interactions and learning in private English language institutions (PELIs). Moreover, their success is also attributed to their international teaching certificates which opened doors for them to compete with NESTs. Thus, this study seeks to inspire NNESTs to continuously develop their teaching credentials and to boost their confidence as legitimate teachers of English.

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“…EFL teacher group learning workshops, courses, and programs have been quite prevalent in recent decades among EFL teachers, like the Certificate in Teaching English to Speakers of Other Languages (CELTA) courses (Ganji et al, 2018). The chances for EFL teachers to have peer interaction or peer collaboration in their careers would contribute to the language development of students (Hindin et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Jiang

2022

rEFLections

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Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.

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Comparing local and international English teacher training courses: Lessons learned

Cited by 6 publications

References 23 publications

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

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