Initial English Language Teacher Education: International Perspectives on Research, Curriculum and Practice

Description

Trainees’ voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers’ trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness. Title Page Copyright Page Contents List of Figures List of Tables Notes on Contributors List of Abbreviations and Acronyms Introduction Initial English language teacher education Theoretical perspectives in IELTE The knowledge base and main themes Structure of the book Chapter 1 Pre-service and Novice Teachers’ Perceptions on Second Language Teacher Education Objectives Introduction A multidimensional conceptualization of the knowledge base of SLTE The ELT education scenario in Argentina The research experience: Recording their voices In their own voices: The knowledge base of LT In their own voices: The enacted curriculum and the knowledge base of SLTE Conclusion Questions for change Chapter 2 Enhancing Student Engagement with Academic Learning in EFL Pre-service Teacher Education Courses Objectives Introduction Contextual information Ways of understanding students’ perceptions of the course experience Observations of student engagement with the course My reflection on the course innovation What is the next step? Conclusion Questions for change Chapter 3 Empowering Beginning EL Teachers in Literacy Pedagogical Practices Objectives Introduction The Singapore context Policy and the primary school in Singapore Teacher education in Singapore Profile of student-teachers in degree programmes Initial teacher preparation in EL methodology for young learners Approaches to course design and delivery Challenges and responses Conclusion Questions for change Chapter 4 Strengthening the Link between University Curricula and English Language Student-teacher Preparedness Objectives Background Sociocultural theory University curricula Teacher educator and student-teacher voices The curriculum University curricula and student-teacher preparedness Conclusion Questions for change Chapter 5 Supporting Post-observation Feedback in the EFL Teaching Practicum Objectives Introduction Professional development of supervisors Professional context Theory underpinning the research The action research cycle Conclusion Questions for change Chapter 6 Technology-mediated Initial Teacher Education Objectives Introduction Perspectives on learning to teach LMSs and teacher learning Popular course formats for online learning Applying a designer’s mindset: An action research project An activity theoretical perspective on the results Conclusion Questions for change Chapter 7 Exploring Student-teachers’ Professional Identity Development through Discourse in an Online Language Teacher Education Programme Objectives The exploratory experience in context Gaining sense of teachers’ identity through identity and discursive frameworks Examining student-teachers’ identity construction through their own voices Conclusion Questions for change Chapter 8 Self-regulation and Language Teacher Training in Colombia Objectives Introduction Theoretical considerations Voices of Colombian teacher educators on student-teacher self-regulation challenges Recommendations to support SRL among teachers and learners Conclusion Questions for change Chapter 9 English Language Teaching and Reflection in Higher Education Objectives Introduction Theoretical foundations What the learner does is more important than what the teacher does Learning for teaching Literacy is thinking and organizing knowledge Conclusion Questions for change Chapter 10 Critical Awareness in Language Teacher Development Objectives Introduction From teacher training to teacher critical awareness development Teacher training approaches Teacher education approaches Teacher development approaches Critical awareness development approaches A personal view Conclusion Questions for change Chapter 11 Emancipating EFL Student-teachers through Audiovisual Identity Texts Objectives Oppressive images of EFL learning Emancipating EFL teachers and learners A participatory workshop on teacher identity Evidence of intellectual, linguistic and pedagogical developments New images of EFL teaching Conclusion Questions for change Chapter 12 Globalization, Superdiversity, Language Learning and Teacher Education in Brazil Objectives Introduction Globalization, superdiversity and multilingualism and language teaching in Brazil Play/performance for creating new possibilities Critical collaboration for teacher education Conclusion Questions for change Acknowledgements Notes Conclusion Enacting IELTE Researching IELTE Future directions Envoi References Index