Log in

Relevant bibliographies by topics / EFL teacher education

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'EFL teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'EFL teacher education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "EFL teacher education"

1

Yan, Chunmei, and Chuanjun He. "Chinese Student Teachers’ Reticence in Teacher Education Courses." ELT Journal 74, no. 3 (2020): 287–96. http://dx.doi.org/10.1093/elt/ccaa014.

Full text

Abstract:

Abstract There has been a plethora of research on the reticence of Chinese EFL students at undergraduate level both in China and beyond; however, little attention has been paid to this phenomenon in content-based EFL teacher education courses at the postgraduate level. This study focused on a group of Chinese EFL MEd student teachers in a language teacher development course delivered by a Chinese teacher educator. Three triangulated qualitative methods were employed to gather data, including one-semester-long classroom observations, course evaluations, and group interviews. Reticence was found

APA, Harvard, Vancouver, ISO, and other styles

2

González Moncada, Adriana, and Diana Isabel Quinchía Ortiz. "Tomorrow’s EFL teacher educators." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 86. http://dx.doi.org/10.14483/22487085.183.

Full text

Abstract:

Teacher education programs are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL). However, there are few studies that have explored the roles of teacher educators in this setting. Three main research questions guided this study: What actions have teachers taken to attain their professional objectives as EFL teachers? What experience have they had in professional development programs? What are the characteristics of an ideal teacher education program? This paper reports the findings concentrating on the ideal characteristics of an EFL teacher edu

APA, Harvard, Vancouver, ISO, and other styles

3

Raud, Nina, and Olga Orehhova. "IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES." Problems of Education in the 21st Century 75, no. 2 (2017): 194–203. http://dx.doi.org/10.33225/pec/17.75.194.

Full text

Abstract:

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey result

APA, Harvard, Vancouver, ISO, and other styles

4

Lee, Icy. "Writing teacher education and teacher learning: Testimonies of four EFL teachers." Journal of Second Language Writing 19, no. 3 (2010): 143–57. http://dx.doi.org/10.1016/j.jslw.2010.05.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hu, Guangwei. "Professional Development of Secondary EFL Teachers: Lessons from China." Teachers College Record: The Voice of Scholarship in Education 107, no. 4 (2005): 654–705. http://dx.doi.org/10.1177/016146810510700405.

Full text

Abstract:

Since China initiated its modernization program in the late 1970s, professional development of secondary teachers of English as a foreign language (EFL) has been given much prominence because of the perceived important role that English can play in the modernization drive. This article provides a critical overview of secondary EFL teacher education in China with the intent of offering useful lessons to foreign language teacher education in other parts of the world. The critique is made within a framework that draws on theoretical and empirical research on teacher education in four areas: (a) t

APA, Harvard, Vancouver, ISO, and other styles

6

Levy, Monica, and Nicoleta Laura Popa. "Factors of Pre-service English as Foreign Language (EFL) Teachers’ Choices to Pursue a Teaching Career." Educatia 21, no. 23 (December 21, 2022): 121–35. http://dx.doi.org/10.24193/ed21.2022.23.12.

Full text

Abstract:

Teacher shortage is severe around the world and this dearth is also strongly felt in core subjects in Israel, specifically in English and Mathematics. As a result, efforts should be made to guarantee that the majority of pre-service teachers choose to pursue a teaching career upon graduating from their teacher education program. This study investigates the main motives of pre-service EFL teachers to enroll in teacher education and their perceptions about the importance of a set of internal and external factors, namely, self-efficacy, availability of a support system and satisfaction from their

APA, Harvard, Vancouver, ISO, and other styles

7

Karim, Sayit Abdul. "Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators." Register Journal 14, no. 1 (2021): 1–24. http://dx.doi.org/10.18326/rgt.v14i1.1-24.

Full text

Abstract:

The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (

APA, Harvard, Vancouver, ISO, and other styles

8

Hedayati, Hora (Fatemeh), and S. Susan Marandi. "Iranian EFL teachers’ perceptions of the difficulties of implementing CALL." ReCALL 26, no. 3 (2014): 298–314. http://dx.doi.org/10.1017/s0958344014000172.

Full text

Abstract:

AbstractDespite the spread of reliable technological tools and the availability of computers in Iranian universities, as well as the mounting evidence of the effectiveness of blended learning, many Iranian language teachers are still reluctant to incorporate such tools in their English as a foreign language (EFL) classes. This study inspected the status quo of technology integration in Iranian EFL classes and investigated the obstacles, as perceived by the Iranian EFL teachers, toward implementing CALL in Iran. First, 100 EFL teachers completed the Teacher Technology Integration Survey develop

APA, Harvard, Vancouver, ISO, and other styles

9

Shaima M. Saalh. "Exploring the Integration of Environmental Identity within EFL Teacher's Identity." Journal of the College of Education for Women 33, no. 4 (2022): 19–26. http://dx.doi.org/10.36231/coedw.v33i4.1635.

Full text

Abstract:

Nowadays, the ideas of integrating the concepts of the environment and saving it are being famous. These ideas are widely seen in many fields of study, and language education is one of them. Thus, the identity of English Language teachers (ELT) is a step toward transferring this concept in EFL materials in ELT departments. The EFL teacher's identity takes different meanings. Sometimes, it only means the teacher who teaches the English language, and other times, it means, the cultural and social aspects that the teacher and students interact during the study course. These cultural and social as

APA, Harvard, Vancouver, ISO, and other styles

10

Chmarkh, Mustapha. "English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)." Arab World English Journal 12, no. 4 (2021): 487–502. http://dx.doi.org/10.24093/awej/vol12no4.32.

Full text

Abstract:

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different internati

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "EFL teacher education"

1

Buyukyavuz, Oya. "Turkish EFL teachers' perceptions of their current English skills and their pre-service teacher education." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1242745293.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hirano, Yuka. "EFL in-service teacher education in Japan : policy and practice." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/73334/.

Full text

Abstract:

This study investigates current English as a Foreign Language (EFL) in-service teacher education (INSET) programmes at national universities in Japan. In particular, it examines these programmes in light of the needs of experienced EFL teacher trainees and considers implications for Japan’s proposed new system: the Teacher Licence Renewal System (TLRS). The study generates an in-depth snapshot of current EFL INSET programmes at Japanese universities, revealing serious potential problems with the proposed reform. It employs a qualitative methodological paradigm and a needs analysis technique, c

APA, Harvard, Vancouver, ISO, and other styles

3

Abdallah, Mahmoud Mohammad Sayed. "Web-based new literacies and EFL curriculum design in teacher education : a design study for expanding EFL student teachers' language-related literacy practices in an Egyptian pre-service teacher education programme." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3202.

Full text

Abstract:

With the dominance of the Web in education and English language learning, new literacies have emerged. This thesis is motivated by the assumption that these literacies need to be integrated into the Egyptian pre-service EFL teacher education programmes so that EFL student teachers can cope with the new reality of language teaching/learning. Therefore, the main objective of the present study is to develop a theoretical understanding of the relationship between Web-based new literacies and the teaching of TESOL in a way that supports the possibility of expanding Egyptian pre-service EFL student

APA, Harvard, Vancouver, ISO, and other styles

4

Long, Nana. "Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.

Full text

Abstract:

This thesis reports on a multiple case study of four EFL teachers’ long-term development of autonomy in a particular Chinese mainland university. Each teacher was selected as a holistic case because of their variations in dispositions, backgrounds, experiences, and trajectories of development. It addresses three major research questions: 1) How do the teachers control over the multiple aspects of their teacher work across time and contexts? 2) What are the major individual and contextual factors that facilitate and constrain the development of teacher autonomy? 3) How do teacher identities aff

APA, Harvard, Vancouver, ISO, and other styles

5

Dávila, Angel María. "CONSTRUCTION OF EFL TEACHER EDUCATORS’ KNOWLEDGE BASE IN A TEACHER EDUCATION PROGRAM IN NICARAGUA." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1614.

Full text

Abstract:

AN ABSTRACT OF THE DISSERTATION The purpose of this qualitative phenomenological study was to understand and describe the sources of Nicaraguan EFL teacher educators’ knowledge base, the types of knowledge and skills that constructed their knowledge base, and the relationship of this knowledge base and classroom practices in a teacher education program at a Nicaraguan University. This study presents a literature review on the sources of knowledge and knowledge base of EFL teacher educators in the field of language teacher education. I used a purposeful sampling technique to select both the

APA, Harvard, Vancouver, ISO, and other styles

6

Daoud, Sada Ahmad. "EFL/ESP teacher development and classroom innovation through teacher-initiated action research." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/34761/.

Full text

Abstract:

This study is an investigation of the potential of teacher-initiated action research for EFL/ESP teacher development and classroom innovation. The Collaborative Academic Writing Research Project (CAWRP), on which it is based, was carried out at the ESP Centre, Damascus University, in 1996-1997. It was in two phases, Baseline and Main. The researcher, a teacher in the context, assumed a participatory and facilitating role. The pedagogic problem was the teaching of research paper writing to postgraduate students. The CAWRP was proposed to ease this problem and introduce classroom innovation thro

APA, Harvard, Vancouver, ISO, and other styles

7

Ayan, Didem. "Promoting Efl Pre-service Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.

Full text

Abstract:

The purpose of this study was to investigate the role of electronic portfolio building in development of self-directed learning by fostering reflective thinking through electronic journals and by compelling individual to take responsibility and control of one&rsquo<br>s own learning in a practicum course among pre-service teachers from the Department of Foreign Language Education, Middle East Technical University. A qualitative case study research method was applied to analyze the data gathered from pre- and post-ICT surveys, pre- and post Self-Directed Learning Readiness Scales, interviews,

APA, Harvard, Vancouver, ISO, and other styles

8

Vo, Phan Thu Ngan. "An investigation of ICT policy implementation in an EFL teacher education program in Vietnam." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2250.

Full text

Abstract:

Due to the increasing pace of advances in technology and attempts to integrate Information and Communications Technology (ICT) into education in Vietnam, teachers are now expected to make routine use of ICT in their teaching. The Vietnamese government has promulgated ambitious policies aimed at engaging in an increasingly globalised world and promoting the country’s economic development. These policies focus on education, and in particular, the development of ICT and English as a Foreign Language (EFL) competencies, seen as key requirements for greater international participation. The competen

APA, Harvard, Vancouver, ISO, and other styles

9

Fan, Xuying. "Teacher cognition of thinking skills in Chinese primary EFL classrooms." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33398.

Full text

Abstract:

Extensive attention is given to the significance of promoting thinking skills in education. However, very little research has attempted to explore EFL (English as a Foreign Language) teacher cognition of thinking skills, even it directly influences children’s thinking and learning. In recent years, promoting thinking skills has become an educational goal in the Chinese English Curriculum (MOE, 2010). In order to bridge the gap between the desired outcome and current practice, this study aims to investigate Chinese EFL teachers’ conceptions and teaching beliefs about thinking skills, and to exp

APA, Harvard, Vancouver, ISO, and other styles

10

Vu, Thi Loan. "Teacher agency and the enactment of curriculum: The case of primary school EFL teachers in Vietnam." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2480.

Full text

Abstract:

A recent development in language policy research is a focus on teacher agency and its role in reform implementation. Teacher agency is considered a lens through which to understand the interplay between policy and practice. However, it remains an underexamined research area, especially in English as a Foreign Language (EFL) contexts, despite a small number of recent studies, and in Vietnam. To advance the limited knowledge in the literature, this qualitative case study research aimed to examine how primary EFL teachers in Vietnam exercise agency in response to the national English language edu

APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "EFL teacher education"

1

Hüttner, Julia, Barbara Mehlmauer-Larcher, Susanne Reichl, and Barbara Schiftner, eds. Theory and Practice in EFL Teacher Education. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847695260.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hüttner, Julia Isabel. Theory and practice in EFL teacher education: Bridging the gap. Multilingual Matters, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

The metaphor of vision in teacher education: A proposal for a pre-service EFL teacher education course. CLUEB, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

F, Dow Dianne, and Billy Graham Center. Institute for Cross-Cultural Training., eds. Handbook for Christian EFL teachers: Christian teacher-preparation programs, overseas teaching opportunities, instructional materials and resources. Institute for Cross-Cultural Training, Billy Graham Center, Wheaton College, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Zhang, Waring Hansun, ed. Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. Routledge, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. Routledge, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Action research in EFL pedagogy: Theory and analysis of practice. Wydawnictwo Naukowe UAM, 2013.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Jiang, Yuhong. Reflection, change and reconstruction in the context of educational reform and innovation in China: Towards an integrated framework centred on reflective teaching practice for EFL teachers' professional development. Cambridge Scholars Publishing, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

The education of a west Texan: A personal account, 1899-1985. Texas Western Press, University of Texas at El Paso, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Urrutia Sánchez, Elena. 10 didactic activities for intermediate english classes. Universidad de La Salle. Ediciones Unisalle, 2013. http://dx.doi.org/10.19052/9789585136441.

Full text

Abstract:

This book has been created for both intermediate English students and their English teachers, who will be able to find a variety of activities to complement their English classes. Although this book has been particularly designed for Intermediate English levels and academic spaces at the Licenciatura en Lengua Castellana, Inglés y Francés, such as Language and Communication I II, Language Interaction and Anglophone Society I II, and even Pedagogical Practicum and Formative Research, it can be adapted to several other levels of mastery of the language, as well as to a wide range of educational

APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "EFL teacher education"

1

Hu, Yijun, and Minglin Li. "Perceptions of Becoming a Legitimate EFL Teacher." In Multidisciplinary Research Perspectives in Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-615-6_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Nguyen, Hoa Thi Mai. "Peer Mentoring with Beginning EFL Teachers." In Models of Mentoring in Language Teacher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44151-1_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Çamlıbel-Acar, Zeynep. "Teachers’ Opinions on Heterogeneous Classes: Insights for EFL Teacher Education." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gu, Peiya. "EFL Teacher Learning in the Chinese Sociocultural Context." In English Language Education and Assessment. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Nguyen, Hoa Thi Mai. "The EFL Context in Vietnam and East Asia." In Models of Mentoring in Language Teacher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44151-1_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Al-Jaro, Morshed Salim, Fatima Salem Balaswad, and Abdul-Qader Khaleel Abdul-Ghafour. "EFL University Students’ Perceptions of Offline Flipped Classroom in Yemen." In Handbook of Research on Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2400-2_17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Nicaise, Eric. "A new teacher education model." In Native and Non-Native Teacher Talk in the EFL Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Kelly, Curtis. "The Brain Studies Boom: Using Neuroscience in ESL/EFL Teacher Training." In Innovative Practices in Language Teacher Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51789-6_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Newby, David. "6. Cognitive + Communicative Grammar in Teacher Education." In Theory and Practice in EFL Teacher Education, edited by Julia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl, and Barbara Schiftner. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847695260-009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Xu, Hao. "Developing Novice EFL Teachers’ Pedagogical Knowledge through Lesson Study Activities." In International Perspectives on English Language Teacher Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137440068_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "EFL teacher education"

1

Becker, Daniel, Ralf Gießler, and Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.

Full text

Abstract:

A major problem in teacher education is the gap between theory and practice. Engaging student teachers in materials development is one way to integrate theory and practice in EFL (English as a Foreign Language) teacher education. It is during the complex process of materials development that student teachers start to envision learning processes and outcomes of specific language learning tasks. However, materials development does not take care of itself. It is argued that methods of cognitive apprenticeship can be a tool to support student teachers in the complex process of materials developmen

APA, Harvard, Vancouver, ISO, and other styles

2

Fahriany, Fahriany, and Fahri Haswani. "Professional Teacher for EFL Classroom." In International Conference on Education in Muslim Society (ICEMS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.23.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

Full text

Abstract:

Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This

APA, Harvard, Vancouver, ISO, and other styles

4

Karimova, Lilya, Gulnara F. Biktagirova, and Liliya R. Ismagilova. "Developing Self-Efficacy of Future EFL Teachers." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0919.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Luardini, Maria, and Erna Sujiyani. "Introducing Ecolinguistics in EFL Classroom." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.70.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hao, Nguyen Anh. "How Teacher Questions Facilitate Student Learning in EFL Class." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.007.

Full text

Abstract:

Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were util

APA, Harvard, Vancouver, ISO, and other styles

7

Barahona, Malba. "The Pedagogical Challenges of Integrating Core Practices in EFL Teacher Education: Exploring Teacher Educator Perspectives." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1889584.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Karimova, Anna, Oksana Khasanova, Oksana Shemshurenko, and Alsu Ganieva. "The Problem of Raising Group Cohesiveness in the EFL Classroom." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0972.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Mirici, Ismail Hakki. "Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.69.

Full text

Abstract:

The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative

APA, Harvard, Vancouver, ISO, and other styles

10

Batrova, Nailya, Marina Lukoyanova, and Eleonora Chugunova. "IMPROVEMENT OF ICT COMPETENCY OF IN-SERVICE EFL TEACHER." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1100.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "EFL teacher education"

1

Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

Full text

Abstract:

Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e

APA, Harvard, Vancouver, ISO, and other styles

2

Céspedes, Nelly Yolanda, and Claudia Teresa Vela. Reflexión sobre la Educación matemática en la formación de licenciados bilingües en ÚNICA. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.20.

Full text

Abstract:

Co-teaching strategies, co-teaching roles, collaborative teaching benefits, assessment in EFL, language student teachers' Education desde la construcción de un currículo en Matemática aplicada a la formación de licenciados bilingües no matemáticos se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentre relacionado con las necesidades de la enseñanza y el aprendizaje de la Matemática, a través de los contextos que le permita a los estudiantes reconocer la riqueza de los escenarios educativos promovidos por la Matemá

APA, Harvard, Vancouver, ISO, and other styles

3

Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

Full text

Abstract:

Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university reposit

APA, Harvard, Vancouver, ISO, and other styles

4

DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

Full text

Abstract:

This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the

APA, Harvard, Vancouver, ISO, and other styles

5

Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

Full text

Abstract:

A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal at

APA, Harvard, Vancouver, ISO, and other styles

6

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

Full text

Abstract:

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research,

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!