Initial English language teacher education : international perspectives on research, curriculum and practice

Initial English language teacher education : international perspectives on research, curriculum and practice / edited by Darío Luis Banegas.

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...

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Bibliographic Details
Other Authors: Banegas, Darío Luis (Editor)
Format: eBook
Language:English
Published: London : Bloomsbury Academic, 2017.
Subjects:
Teachers > Training of.
English language > Study and teaching.
English language teaching (ELT)
Education.
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
English language > Study and teaching
Teachers > Training of
Online Access:Click for online access
Table of Contents:
  • 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 LTIn 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 PracticesObjectives; 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 voicesThe 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 projectAn 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.

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