Primary English teacher education in Europe

Enever, Janet

doi:10.1093/elt/cct079

Cited by 50 publications

(27 citation statements)

References 2 publications

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“…Despite this critical role of English language competence, several research studies conducted in Turkey and other countries supported the findings of the present study, in that teachers have negative perceived competence in English (e.g. Arslan, 2013;Coşkun & Daloğlu, 2010;Enever, 2014;İnal & Büyükyavuz, 2013;Şallı-Çopur, 2008). In a study conducted by Gürbüz (2006) to investigate the strengths and weaknesses of pre-service teachers in language teaching practice, both supervisors and mentors agreed that inaccurate pronunciation, grammar, and lack of fluency are among the major weaknesses of pre-service teachers.…”

Section: "Young Learners Are Not Similar To Any Other Groups Of Learnsupporting

confidence: 78%

“…These affective issues play a critical role in learning English and are relevant to the issue of generating initial motivations proposed by Dörnyei (2007) as a factor that determines students' prospective attitudes towards learning a language. This was also maintained by Enever (2014) who argued that the early years of education are critical for children to be socialised and develop attitudes towards learning. Therefore, the primary objective of TEYL should be promoting children's affective issues, because negative feelings developed in the initial stages of learning English could decrease children's motivation to learn English in the following years (Schindler, 2006).…”

Section: Students Cannot Understand What Is Being Said In Listening Amentioning

confidence: 91%

“…Therefore, it is essential that teachers are specifically trained to TEYL. The lack of appropriately qualified teachers has become one of the major issues in several countries where English classes have been included in early years of primary education such as Croatia, Netherlands, Italy (Enever, 2014), Mexico (Sayer & Ban, 2014), China (Jin et al, 2014), Greece (Karavas, 2014), Taiwan (Cheng, 2015), and Turkey (Gürsoy, Korkmaz, & Damar, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

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ABSTRACT. This study investigated pre-service and in-service English teachers' efficacy beliefs about teaching English at primary schools in Turkey by revealing the teaching aspects that they felt most and least efficacious. The study also attempted to understand pre-service teachers' views about the effectiveness of pre-service teacher education and explore which major problems in-service teachers encountered while teaching English at primary schools. The quantitative and qualitative data were collected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative and qualitative data were analysed using descriptive statistics and content analysis, respectively. According to the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects: while they reported feeling most efficacious in 'using visual materials', 'giving simple instructions', and 'using gestures, facial expressions and body language effectively', they reported feeling least efficacious in 'using mainly kinaesthetic activities', 'managing class time effectively', and 'knowing how each language skill can be developed'. Pre-service teachers agreed that the 'teaching practicum' was the most ineffective aspect of the programme, followed by 'lack of practice-based courses', 'inadequate number of teaching English to young learners courses', and 'language courses'. In-service teachers reported having problems because of 'limited class hours', 'poor textbooks', 'lack of technological resources', 'lack of learner preparedness', 'lack of learner motivation', and 'large classes'. In the light of these findings, implications were generated to improve the effectiveness of pre-service and in-service teacher education, which could increase the quality of education for English language students at primary schools.

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Section: "Young Learners Are Not Similar To Any Other Groups Of Learnsupporting

confidence: 78%

Section: Students Cannot Understand What Is Being Said In Listening Amentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

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Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

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“…But the lack of the sources is one of the problems since they are not concerned with English learning. Enever (2014) demonstrates that teacher's anxiety in controlling the classroom relates to their language competency. Nevertheless, this finding contradicts with Marian and Jesus (2015) whose study result demonstrated that teaching English was the only reason that made the teachers desire to be primary school teachers.…”

Section: "T1 : I Think I Need English Books Which Can Build Up Their mentioning

confidence: 99%

Untitled

2020

IJIET

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Teachers and textbooks are two significant successful factors of achieving better standard of education. However, teaching English can be rerified if the teachers only depend on the existing materials without noticing the needs of the students. This study attempted to seek for issues as well solutions in overcoming teachers' difficulties in primary school of SD N 13 Koba, Bangka Regency, Bangka Belitung Province. Two teachers were involved in the study to be interviewed and as the sources of the data. The results of the interview reveal that indeed teachers at this primary school faced issues in teaching English such as their limited knowledge of English, insufficient English teaching times and unprepared more qualified teachers. As for the solution, providing them with lively culturalbased English textbook is one of the ways. As the rule makers, goverments could provide more fees to the teachers and add research funds so that researchers are motivated to conduct better and larger scale of areas and participants.

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“…Therefore, we can state that attitudes of foreign language teachers are in fact a key issue. The worldwide trend of introducing fL1 teaching from an early age on has somehow redefined the role of the young learners' language teacher, which in the European context meant developing a model of a generalist primary school teacher with extra qualifications for teaching a foreign language (Brumen and Dagarin fojkar 2012;Enever 2014).…”

Section: Introductionmentioning

confidence: 99%

Slovenian Primary School Foreign Language Teachers: An Insight into the Teaching of a Foreign Language at an Early Age According to CLIL

Smajla¹

2019

Рано И Почетно Учење Страних Језика У Формалном Образовању

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The research paper presents the results of a research into the attitude of slovenian public primary school foreign language teachers toward the teaching of the first foreign language (fL1) in the second grade according to cLIL. fL1 has been gradually introduced into a third of slovenian primary schools as of 2014/2015 and has been taught in the second grade preferably according to cLIL. Hence, fL1 teachers have been using some variant of cLIL in their fL teaching, although some may not have been properly trained in the field. The problem arises as to whether or not the approach used in the fL1 teaching is really cLIL or some other of the previously used teaching approaches or methods. Teachers who agreed to participate in our research were kindly requested to complete the questionnaire anonymously on-line. Additionally, twelve interviews were carried out to establish the in-depth attitudes toward fL1 teaching with cLIL. we were interested to see whether the fL1 teachers' attitudes toward cLIL differed significantly regarding their age, gender, and period of sampling. Both quantitative and qualitative research methods were used in the research. The data were analysed using cross tabulations and text analysis was used for the interviews. The results show that age influences upon the choice of the teaching approach, namely, younger participants were more in favour of using cLIL as opposed to older participants; further regarding gender the analyses show that male participants tended to quit using cLIL sooner than the female participants; regarding the period of sampling the analyses show no particular influence upon the usage of cLIL.

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Primary English teacher education in Europe

Cited by 50 publications

References 2 publications

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Untitled

Slovenian Primary School Foreign Language Teachers: An Insight into the Teaching of a Foreign Language at an Early Age According to CLIL

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