Language Teacher Education

Johnstone, Richard

doi:10.1002/9780470757000.ch26

Cited by 14 publications

(4 citation statements)

References 29 publications

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“…This also aligns with the belief that effective change in education can only take place when educators' working life is improved (Fullan 2007). As a consequence, by reducing teachers' workrelated stress, language students' learning experience would also be enhanced (Johnstone 2004), paving the way for successful instruction.…”

Section: Discussionsupporting

confidence: 62%

Innovation: A Case Study of an English Teachers’ Induction

Brosam

2019

CHAKIÑAN

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The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor’s teaching contract. Consequently, not only the quality of teaching is affected but also the teachers’ motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers’ job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.

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Section: Discussionsupporting

confidence: 62%

Innovation: A Case Study of an English Teachers’ Induction

Brosam

2019

CHAKIÑAN

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“…Language students and teachers have also utilised this tool for the purposes of reflection, community building, self-expression, and the enhancement of reading and writing skills (Murray and Hourigan 2006;Murugaiah, Azman, Yaacob and Thang 2010), while attending to both knowledge construction and RP (Luehmann 2008;Elliott 2009). As a blog is, in fact, a journal, this tool appears to situate itself well within TE, and it has been long agreed that the use of journals for STs can foster reflection and identity formation (Bailey 1990;Johnstone 2004). This therefore facilitates a natural transition from written journals to online blogging.…”

Section: Online Tools In Teacher Educationmentioning

confidence: 99%

Tracing the reflective practices of student teachers in online modes

Farr

Riordan

2014

ReCALL

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During the course of pre and in-service education programmes reflection can happen in a number of ways, for example: reflective journals, personal stories and pair/group co-operative discussions; professional development portfolios; and blogs and electronic portfolios. The aim of this paper is to examine various technologies such as online chat, discussion forums and blogs, in terms of their suitability and affordances as reflective media. It begins by examining positional survey data gathered from student teachers (STs) who have used these social media over a period of time.Following this it focuses on one of the desired outcomes of Reflective Practice (RP), the construction of a teacher identity as part of the process of becoming a professional. The construction of identity through the mediational tool of language used across these modes is examined through a corpus linguistics lens. Collections of language produced around RP activities are analysed as a corpus in quantitative and qualitative ways. These complementary sources of data in a mixed-methods approach provide some insights into the technologies and their potentials in a Language Teacher Education (LTE) context. To this end, our findings suggest that blogs, in particular, foster narration, RP and the expression of identities, while chat and forums promote emotional and affective engagement, all of which can be useful to STs at the initial and continuing stages of their career.

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“…Roberts (2016) and Johnstone (2004) agreed that graduate courses are characterized as formal teachers' training on their teaching. Pursuing graduate studies involves learners in partaking in the activities of education, training, research, and professional practices.…”

Section: Graduate Studiesmentioning

confidence: 99%

An Analysis of EFL Teachers’ Fear of Failure as Their Motivation for Pursuing Graduate Studies

Thanh

Quoc

2021

Fost.j.e.l.t.

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Many studies have been conducted to clarify the impact of teachers’ motivation for participating in TPD activities; nevertheless, none of them has viewed teachers’ fear of failure as their motivation for TPD, especially for pursuing graduate programs in the Vietnamese context. That explains why this current qualitative study with the participation of nine EFL teacher interviewees was administered to fill in the abovementioned gap. Moreover, the study was conducted in a tertiary institution in the Mekong delta of Vietnam. Based on the data analysis, several teachers’ fears of failure as their motivation for following graduate programs were detected. Their fears included self-perceived inadequate qualifications in TEFL which resulted in their ineffective teaching performances. Participants were also much concerned about losing a job, failing to have opportunities to further their education and losing momentum for work due to routinized teaching. Mid- age job crisis, negative effects of lacking role models on the growth of children and other younger people, lack of collegial support, and low self-confidence were found to be motivating fears which stimulated participants to make them pursue higher degree programs. The paper ends with discussions of the findings and pedagogical implications

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Language Teacher Education

Cited by 14 publications

References 29 publications

Innovation: A Case Study of an English Teachers’ Induction

Innovation: A Case Study of an English Teachers’ Induction

Tracing the reflective practices of student teachers in online modes

An Analysis of EFL Teachers’ Fear of Failure as Their Motivation for Pursuing Graduate Studies

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