Relevant bibliographies by topics / French teachers – Training of

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Academic literature on the topic 'French teachers – Training of'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "French teachers – Training of"

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Duffé Montalván, AURA LUZ. "TRAINING OF LANSAD TEACHERS IN FRENCH UNIVERSITIES." Cuadernos Iberoamericanos, no. 2 (June 28, 2016): 83–93. http://dx.doi.org/10.46272/2409-3416-2016-2-83-93.

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This study is focusing on the Language training of the teachers in French universities, and especially on the LANSAD training (foreign languages for students studying other subjects). After a description of this training (objectives, students, methodology and pedagogy), our conclusion is that teachers have to know how to put into practice their knowledge in connection with the intercultural and psychological exchanges.
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Gerbaldi, M., L. Bottinelli, L. Gouguenheim, F. Delmas, and J. Dupré. "Training of School Teachers at French Astronomy Summer Universities." International Astronomical Union Colloquium 105 (1990): 297–306. http://dx.doi.org/10.1017/s0252921100086966.

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In September 1976, at the end of the IAU General Assembly held at Grenoble (France), a one-day meeting concerning the teaching of astronomy was organized by Commission 46. It was decided during this symposium, which brought together 150 French school teachers and 50 astronomers, among other things, to organize a summer school of astronomy the following summer. Since then, such a school has been organized every summer. These astronomy Summer Universities are one of the activities developed by the non-profit organization CLEA (Comité de Liaison Enseignants Astronomes) whose activities are discussed elsewhere in these proceedings. In astronomy, children are always very curious. Because of this interest, in the 1970’s some French astronomers applied pressure on the Education Ministry to introduce the subject in schools, and they were successful. However, astronomy was not introduced as a new separate subject, but rather as a part of another subject, mainly mathematics or physics.
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Kwabla, Fiadzawoo Jonas, Yegblemenawo Stella Afi Makafui, and Quansah Joseph Yaw Dwamena. "Pronunciation in the Study of French: Attitudes of Teacher-Trainees in Colleges of Education in Ghana." European Scientific Journal, ESJ 13, no. 1 (January 31, 2017): 225. http://dx.doi.org/10.19044/esj.2017.v13n1p225.

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This study aims at finding out the attitudes of teacher trainees in selected colleges of education in Ghana towards the learning of French language pronunciation. To achieve this aim, Pronunciation Attitude Inventory (PAI) was used to collect field data from 229 French teacher trainees purposively selected from the five colleges of education responsible for training French teachers in Ghana. The participants were asked to respond to PAI comprising 13 statements on the five-point Likert scale. This was intended to elicit their views on the learning of pronunciation which has been introduced into their curriculum. The results which were analysed by the use of SPSS indicated that the teacher trainees have good attitudes towards the learning of pronunciation in the French language. It is believed that the trainees would in turn teach pronunciation after their graduation as French teachers. The article concludes with a suggestion to language teachers as well as curriculum planners to include components of pronunciation in language courses and help students to acquire correct pronunciation of words since this enhances mutual intelligibility in terms of communication.
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Ortega-Sánchez, Delfín, Isabel María Gómez-Trigueros, Marc Trestini, and Carlos Pérez-González. "Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students." Multimodal Technologies and Interaction 4, no. 4 (October 17, 2020): 74. http://dx.doi.org/10.3390/mti4040074.

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The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.
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Ogorodov, M. K. "School of French." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 225–27. http://dx.doi.org/10.24833/2071-8160-2014-5-38-225-227.

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Fundamentals of teaching French at MGIMO were laid in the 1950s - 1960s, the teachers of the Department of Romance Languages uniform. Initially, the core department of the French language teachers were MSU: Olga D. Andreeva, Simon I. Ganionsky, Sophia Yulevna Friedman, Irina B. Chachkhiani. Heads of departments of the period the greatest contribution to the development of philological science and practice of teaching Romance languages made an outstanding figure of Russian Romance Studies, Doctor of Philology, Professor Vladimir G. Gak. In 1971, after the separation of the Department of Romance languages were the departments of French and № 1 № 2. At the Department of French № 1 was successfully completed the task of developing a set of textbooks for the initial stage of training French language and created books that have become "classics of the genre".
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Szymankiewicz, Krystyna. "MIĘDZY TEORIĄ A PRAKTYKĄ – PRZEJAWY TEORII OSOBISTYCH W REFLEKSJI PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PODCZAS PRAKTYK PEDAGOGICZNYCH." Neofilolog, no. 40/2 (October 16, 2019): 303–17. http://dx.doi.org/10.14746/n.2013.40.2.9.

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Teacher personal theories bridge a gap between theory and practice. Teacher training offers an opportunity for the trainee to become aware of their personal theories of practice and for these to be shaped . This article focuses on the role of reflection in the development of teacher personal theories of practice while training teachers of French as a foreign language. An interpretive analysis of messages posted on an Internet discussion forum for teacher trainees reveals how reflective students modify their personal theories on teaching by articulating theory and practice.
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Medynska, Alina. "The Characteristics of Subject-Subject Interaction During Professional Training of Future Foreign Language Teachers at French Universities." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 57–63. http://dx.doi.org/10.2478/rpp-2019-0019.

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AbstractThe article studies the conditions of the educational environment in higher education institutions in France, especially at pedagogical universities, in order to explore the psychological conditions for developing competencies in future foreign language teachers. The article thoroughly analyzes the studies of French scholars on the interaction between the participants in the educational process. There are two main trends in sociological studies on educational relationship. The first theory proves the impossibility of abstracting the interaction between teachers and students from the organization of teacher education and its role in society and highlights the interaction in the division of labour. The second theory lies in studying the interaction between the subjects as a social reality, which occurs as a result of implementing certain interactions. The article considers the effects of mass formation in the context of such areas as degradation and remotization of interactions during professional training. It also describes the results of observations on the subjects of educational activity conducted by certain French scholars between the early 20th century and the early 21st century. The studies between 1975 and 2000 reveal the effects of massification in the social and public environment. The image of French universities of that period is characterized by overload and degradation in the relational context. The authors point to the weakness of integration between students, misunderstandings with teachers and, finally, the distance of communication. The early 21st century has not yet much contributed to the professional training of future foreign language teachers in the context of educational relationship between the participants in the educational process. The article analyzes possible explanations of relational difficulties. These, first of all, include unjustified expectations of the subjects of both parties. In addition, one of the most important influential factors is pedagogical mastery of communication quality. However, one of the most important reasons is the quality of human relationships. The current period in professional teacher training is characterized by a gap in the interaction between students and teachers as a result of introducing technologies, acquiring virtual knowledge and culture of instant information.
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Lungoci, Cosmina Simona, and Mariana Pitar. "FORMATION DES ENSEIGNANTS DE FLE EN ROUMANIE: PASSÉ, PRÉSENT ET PERSPECTIVES TRAINING TEACHERS OF FRENCH AS A FOREIGN LANGUAGE WITHIN THE ROMANIAN CONTEXT: REALITIES, OUTCOMES, STRATEGIES." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 3 (December 27, 2019): 99–110. http://dx.doi.org/10.29302/jolie.2019.12.3.6.

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This article aims at offering a presentation – both from a diachronic, as well as from a contrastive perspective – of the teaching training programme provided by the West University of Timișoara, for future teachers of French as a Foreign Language. The training of future teachers has known two distinct stages at the above-mentioned University, in terms of chronology, content and organizing system. The connection between these stages was the Bologna Process, hence we can talk about a pre-Bologna training system and post-Bologna one. Some important landmarks distinguish these two stages, landmarks derived from different concepts regarding the training requirements for future teachers. Thus, the first stage is defined by a relatively limited number of imposed subjects of study (Pedagogy, Psychology, Teaching Methods, accompanied by an important number of practical training classes. This type of training was compulsory, and it was the only professional option of a graduate. The Bologna System once implemented; the disciplines imposed to the students’ teacher training process have a status of their own. They become optional, since teaching is no longer considered the only professional option for the graduates in Letters and French. The training as a whole consists of two main modules, one completed within the BA studies, the other, within the MA studies. Given the relatively important number of hours dedicated to this type of training, there is also a noticeable increase in the number and variety of the disciplines, both optional and mandatory. A synoptic table offers a parallel presentation of the two systems and of the dissimilarities between them. For a better understanding of the teacher training activities, the article gives a detailed presentation of both requirements, as well as of the stages of post- BA training a teacher must answer to, the status of teacher once attained: the ”definitivat” status, and the didactic degrees I and II, as well as other activities that ensure life-long training. We conclude with a presentation of the prospects of improving teacher training through the legal procedures the Ministry of Education has in view for the coming years.
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Aitenova, Elmira, Galiya Abayeva, Farida Orazakynkyzy, Roza Kassymova, and Gulnar Mukhametkalieva. "Professional educational training of French linguistics teachers in Kazakhstan and France." XLinguae 13, no. 1 (January 2020): 86–94. http://dx.doi.org/10.18355/xl.2020.13.01.07.

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Marks, Diana F. "Training Teachers of the Gifted to Use Simulations." Gifted Child Today Magazine 15, no. 6 (November 1992): 25–27. http://dx.doi.org/10.1177/107621759201500607.

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You are a general in ancient Rome. Your armies just conquered more new territory. You must establish fortifications along the new frontier. Rome's leaders also expect you to extend the current road. Obviously the inhabitants are not happy to see you in their midst. What ideas do you have? You and your committee of five are part of the directorship of the Metropolitan Musuem of Art. The French government has just announced it is lending the museum the Mona Lisa for a year. The entire art community is in turmoil. Rumors of terrorism against the masterpiece abound. Now what do you do? The 1996 Olympic Committee has hired your company to feed all its athletes at the summer games. You must put together a proposal. What should you do first?
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Dissertations / Theses on the topic "French teachers – Training of"

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Baranowski, Krystyna. "Setting the scene for liminality: non-francophone French second language teachers' experience of process drama." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95002.

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Non-francophone teachers of French as a second or additional language (FSL) often struggle with overwhelming oral anxiety, consequent low self-confidence, and workplace marginalisation. Core French or Basic French teachers, in particular, and their subjects have been undervalued (Carr, 2007; Lapkin, McFarlane, & Vandergrift, 2006; Richards, 2002). Moreover, recent national FSL research points to challenges in the areas of teacher attrition, lack of methodological and /or linguistic preparation, and lack of professional development opportunities in the FSL context (Karsenti, 2008; Salvatori, 2007). In this dissertation, I present the findings of my qualitative research study, which examined the conditions and experiences of non-francophone FSL teachers in Manitoba. To do so, I looked at the teachers' relationship with French and how French oral competency and oral language communicative confidence are intertwined to foster the teachers' sense of agency. The theoretical orientations underpinning this study draw from socio-constructivism (Bruner, 1985, 1990; Vygotsky, 1978), Feminist Standpoint theory (De Vault, 1999; Lather, 1991), Bakhtinian dialogism (Vitanova, 2005), and Institutional Ethnography (Smith, 1987, 2005). The lens I used to understand and interpret the voices and self-perceptions of the teachers is Process Drama, delivered in the form of professional development workshops. Process Drama (Heathcote, 1991) consists of thematically based improvisations, which are used to explore a topic and, at the same time, to invite self-exploration. It possesses unique characteristics, and has been successfully used in the second and foreign language classroom (Dicks & Le Blanc, 2009; Kao & O'Neill, 1998; Liu, 2002; Marshke, 2005). My particular focus, however, was on the Manitoba FSL teacher as a student, rather than as a teacher of language. Findings from this study indicate reduced oral anxiety as related to French language competency, reduced “performance
Les enseignantes et enseignants non-francophones du français langue seconde et additionnelle (FL2) se trouvent parfois aux prises avec l'anxiété orale, le manque d'estime de soi et la marginalisation au travail. En particulier, les enseignants du Français de base sont souvent sous-valorisés par rapport à la matière enseignée (Richards, 2002 ; Lapkin, McFarlane & Vandergrift, 2006 ; Carr, 2007). Des sondages et des études récentes à l'échelle nationale indiquent des défis dans le domaine de l'attrition professionnelle, du manque de préparation méthodologique et/ou linguistique, et de la pénurie d'occasions de perfectionnement professionnel dans le contexte du FL2 (Salvatori, 2007 ; Karsenti, 2008). Ce mémoire de thèse présente les résultats de mon étude qualitative où j'ai examiné les conditions et les expériences des enseignants non-francophones du FL2 au Manitoba. Je me suis concentrée sur la relation entre l'enseignant et la langue française et comment la compétence orale et la confiance communicative se combinent pour construire l'identité linguistique et l'agentivité du locuteur non-natif. À la base de cette étude, mes orientations théoriques proviennent du socio-constructivisme (Vygotsky, 1978 ; Bruner, 1985, 1990), de la théorie de « Feminist Standpoint » (De Vault, 1999; Lather, 1991), du dialogisme bakhtinien (Vitanova, 2005) et de l'ethnographie institutionnelle (Smith, 1987, 2005). Les voix et les perceptions des enseignants-participants de cette étude sont interprétées sous l'optique du Process Drama. Le Process Drama (Heathcote, 1991) consiste en épisodes thématiques improvisés où les participants explorent un sujet et s'explorent parallèlement. Le Process Drama possède des caractéristiques uniques qui font l'objet de recherche dans des classes de langue seconde et de langue étrangère (Dicks & Le Blanc, 2009 ; Kao & O'Neill, 1998 ; Liu, 2002; Marshke, 2005 ). Mon intérêt, cependant, porte sur l'e
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Lamarre, Patricia Grace. "The structure and organization of professional development : perceptions of FSL teachers." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28097.

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Two developmental theories propose guidelines for professional development programs. The basic assumption shared by both these theories is that teachers' preferences will vary between individuals and that this variation reflects different stages of teachers' development. Teachers at lower levels of development (either professional or conceptual) will prefer highly structured programs that focus on "concrete" concerns, with little interaction between peers. Teachers at higher levels of development will prefer loosely structured programs, with more teacher interaction, autonomy, and discussion of theoretical problems underlying "concrete" issues. This study investigated: 1) FSL teachers' preferences for decision-making roles and for content in professional development programs; 2) FSL teacher characteristics possibly influencing teachers' preferences for professional development. Teachers' preferences were measured using an instrument developed by the researcher. The survey consisted of two parts: 1) A section on teachers' characteristics, providing a profile of the teacher's background and current professional development opportunities; 2) A questionnaire on teachers' preferences for structure and content in professional development programs. The survey was answered by 132 teachers from 12 school districts in British Columbia (12.2% of all French teachers in British Columbia). The findings showed that respondents would like to actively participate in professional development programs. Teachers' preferences for structure and content were varied. This supports one basic assumption of developmental approaches: that the learning environment and material of professional development programs should be designed to meet the varied needs of teachers. Teachers did not express a preference for lower level content and a directive structure of professional development. While professional development programs should address the varied needs of participating teachers, it should not be aimed primarily at lower levels of development, as can be assumed from the findings of developmental research. When teachers' characteristics were examined as possible factors influencing teachers' preferences for structure and content, no significant differences were observed between teacher characteristics and their preferences for content. Significant differences were observed between teacher characteristics and teachers' preferences for structure (decision-making roles). Two teacher characteristics showed significance: 1) Grade level taught by FSL teachers and their preference for structure in the presentation of professional development content. A significant number of elementary school teachers preferred to leave responsibility for presentation with a supervisor. A significant number of secondary teachers preferred a collaborative structure. 2) Significant differences were observed between teachers' current professional development opportunities and their preferences for decision-making roles in a professional development structure. A significant number of teachers that had previously had responsibility for decision-making expressed a preference for a non-directive structure. Teachers that had never had responsibility preferred to leave decision-making to a supervisor. From these results, it can be concluded that teacher characteristics might be influencing teachers' preferences and should be taken into account by organizers of professional development. The responsibility experienced by teachers in their current professional development activities would appear to be a factor influencing their preferences for future responsibility. The importance of environment in stimulating growth would appear to be a factor deserving the consideration of both practitioners intending to adopt a developmental approach and researchers in this area.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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French, Lorie J. Waggoner. "A study on how multi-cultural awareness training changes the cultural sensitivity of teachers /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/frenchl/loriefrench.pdf.

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Delsemme, Martine. "Évolution des représentations professionnelles de deux étudiantes-stagiaires durant la dernière année de leur stage de formation pratique en français langue seconde, au secondaire." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84991.

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The objectives of this qualitative multiple case study are as follows: (a) identify the professional beliefs or representations of two student teachers before, during and after their last practicum in FSL (French as a second language) or in French immersion at a High School; and (b) study the evolution of these beliefs or representations during the student teaching period.
The investigation was conducted by means of semi-structured interviews: of two student teachers; of two associate teachers; of one university supervisor; and of the student teaching coordinator. Other data, taken from the portfolio of the two student teachers, were also analysed. The classroom actions of the two student teachers were observed on a daily basis (three teaching periods during seven weeks), alternating between the two student teachers. The data yielded by this observation were also examined.
The following conclusions were drawn: (a) the student teachers constructed a number of professional beliefs which were then reflected in their classroom practice; (b) social interactions with individuals and groups, personal experiences, former high school experiences, the training program and early field experiences were the basis of these student teachers' professional beliefs or representations; (c) some of the student teachers' beliefs or representations evolved as a result of their awareness of problems which were resolved through discussions and reflexive practice; (d) analysis revealed an inconsistency between certain beliefs or representations and their actualization. These findings were particularly significant in FSL and immersion classes where the two student teachers were in favour of a lot of interaction in view of promoting communicative competence. Yet, observation revealed a rather traditional teacher-centered approach oblivious of the learning process. The results of the research suggest that the evolution of the student teachers' beliefs or representations was impeded due to the lack of a more concerted, coordinated, rigorous support-oriented training program involving both the university and the associate school.
This study suggests a shared individual and collective responsibility of schools, universities and governments for improving the student teaching structure in view of more cohesiveness between all partners involved; a better articulation between theory and practice in the teacher training program; and efficient development of supervised reflexive practice.
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Oliveira, Rosenanda Marta de. "Formação de professores e profissionalização do ensino : a trajetoria dos IUFM franceses." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251694.

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Orientador: Vicente Rodriguez
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-13T21:49:01Z (GMT). No. of bitstreams: 1 Oliveira_RosenandaMartade_M.pdf: 1216052 bytes, checksum: a4e4ff18c7672f23bfd3d89863a98fba (MD5) Previous issue date: 2009
Resumo: De acordo com diversos autores, as políticas educacionais brasileiras, desde o início da década de 1990, seguem as orientações de organismos internacionais, especialmente do Banco Mundial. Segundo Menga Ludke, entre as propostas de formação de professores existentes nos países "desenvolvidos", os IUFMs teriam uma influência sobre as proposições feitas no Brasil, pelo Ministério da Educação, no tocante à formação de professores. Através de uma pesquisa bibliográfica e documental, nós procuramos compreender as razões da criação daqueles institutos e os debates que os envolvem, e como se configura a formação de professores na França após a criação dos mesmos. Esses institutos foram criados em um contexto polêmico. Sua criação está ligada a importantes mudanças do sistema educacional francês, iniciadas na década de 1970, quando o duplo sistema de formação escolar (curso primário superior, para o povo, e secundário, para a burguesia urbana), herança das origens da escola republicana do final do século XIX, foi definitivamente e oficialmente substituído pelo "Colégio único", em 1975 (Reforma Haby). As mudanças na formação de professores estão, também, ligadas aos debates sobre a "profissionalização" do trabalho de ensino, vinculados à idéia de "universitarização" da formação. O objetivo inicial dos IUFMs de aproximar a formação dos professores das escolas e dos professores de liceu e colégio não obteve muito sucesso. A intenção de elevar o status profissional dos professores primários foi melhor alcançada, ao se substituir essa denominação pela de "professores das escolas", elevando sua formação ao nível "universitário", embora ainda existam professores primários nas escolas, os quais não têm o mesmo estatuto. Desde o início de 2007, os IUFMs começaram a ser integrados às universidades e se tornaram agora Escolas Internas às Universidades, como é o caso em bom número de países. Essa iniciativa se inscreve dentro do "Processo de Bologna". As polêmicas sobre o lugar dos "IUFMs" dentro das Universidades, sobre sua autonomia, sobre a "profissionalização" do trabalho do ensino, sobre a "universitarização" da formação dos professores bem como do lugar da pesquisa dentro dessa fomação voltam novamente ao debate.
Resumé: D'après divers auteurs, les politiques éducatives brésiliennes, depuis le début de la décennie de 1990 ont suivi les orientations d'organismes internationaux, spécialement de la Banque Mondiale. Selon Menga Ludke, parmi les types de formation des enseignants existant dans les pays dévélopés exerçant une influence sur les propositions faites au Brésil à travers le Ministére de l'Éducation à ce sujet figure le modèle français des IUFMs. A travers une recherche bibliographique et documentaire, nous avons cherché à comprendre les raisons de leur création et les débats qui l'entourent et comment se fait la formation des professeur en France après la création des IUFMs. La création de ces instituts en France s'est faite dans un contexte de vives polémiques. Leur création est liée à d'importants changements du système éducatif français initiées dans la décennie 1970, quand le double réseau de formation scolaire (cours primaire supérieur pour le peuple et secondaire pour la bourgeoisie urbaine) hérité des origines de l'école républicaine, à la fin du 19ème siècle est définitivement et officiellement remplacé par le collège unique en 1975 (réforme Haby). Les changements de la formation des enseignants sont aussi liés aux débats sur la "professionnalisation" du métier enseignant, liés à l'idée d'«universitarisation» de la formation. Le but initial, concernant les IUFMs, de rapprocher la formation des professeurs des écoles et les professeurs de lycées/collèges n'a pas bien réussi. L'intention d'élever le statut professionnel des instituteurs, en replaçant cette dénomination pour celle de "professeurs des écoles" et en leur donnant une formation "universitaire" a davantage abouti, bien qu'il existe encore dans les écoles des instituteurs, qui n'ont pas le même statut. Depuis le début 2007, les IUFMs ont commencé à être intégrés aux Universités et déviennent alors des Écoles Internes aux Universités, comme cela est déjà le cas dans un certain nombre de pays. Cette initiative s'inscrit dans le cadre du Processus de Bologne. Les polémiques sur la place des IUFMs dans les Universités, sur leur autonomie, sur la "professionnalisation" du métier enseignant, sur l'«universitarisation» de la formation des professeurs ainsi que sur la place de la recherche dans cette formation se poursuivent.
Mestrado
Educação, Sociedade, Politica e Cultura
Mestre em Educação
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Medeiros, Hyanna Carollyne Dias de. "O ensino da compreensão oral em Francês Língua Estrangeira: desenvolvimento de estratégias e formação do professor crítico-reflexivo." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-07082017-194408/.

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Com o avanço das tecnologias, dos processos de internacionalização das universidades e da crescente possibilidade de interação em contextos profissionais, as situações de comunicação em língua estrangeira têm sido cada vez mais presentes. Inserido nesse cenário, o indivíduo deve ser capaz de compreender documentos orais e escritos, expressar-se e interagir em uma determinada língua estrangeira. No âmbito do ensino-aprendizagem do Francês Língua Estrangeira, estudos realizados apontam a compreensão oral como uma das competências mais difíceis de desenvolver e uma das mais indispensáveis para favorecer a interação em língua francesa (GREMO; HOLEC, 1990, PORCHER, 1995; CORNAIRE, 1998; CUQ; GRUCA, 2009). Tal constatação nos levou a refletir, a discutir e a investigar quais seriam as questões centrais relacionadas à compreensão oral que deveriam integrar a formação inicial do professor de francês visando seu desenvolvimento para o ensino dessa competência em sala de aula a partir do uso de documentos orais autênticos. As referências teóricas adotadas basearam-se nos estudos acima sobre compreensão oral, sobre a postura crítico-reflexiva do professor (BROWN, 1997; SHÖN, 2000; PERRENOUD, 2002; ALMEIDA FILHO, 1997, 2000, 2006) e, também, sobre o desenvolvimento e mobilização do sentido de plausibilidade (PRABHU, 1987, ALMEIDA FILHO, 1997). Para a realização desta pesquisa, de natureza qualitativa-interpretativista, selecionamos o método pesquisa-ação (THIOLLENT, 1986). Inserida em contexto de formação inicial de professores, esta pesquisa integrou a disciplina Atividades de Estágio, do Curso de Licenciatura em Letras/Francês da Universidade de São Paulo por meio da elaboração e aplicação do módulo Ensino da compreensão oral em Francês. Com o auxílio de instrumentos formativos metarreflexivos, que configuraram espaço de reflexão crítica, os participantes foram levados a analisar as proposições de atividades de compreensão oral elaboradas e apresentadas pelo professor-pesquisador com objetivo de conscientizar o futuro professor a respeito dos critérios a serem considerados para seleção, análise e didatização de documentos orais. Ademais, durante o desenvolvimento do módulo, os participantes foram levados a propor atividades de compreensão oral que foram igualmente analisadas dentro da perspectiva teórica adotada. O corpus desta pesquisa foi constituído, portanto, pelas respostas dos participantes registradas nos questionários e nas fichas metarreflexivas utilizadas ao longo da formação, bem como pelas atividades elaboradas por eles. Num primeiro momento, as análises dos resultados mostraram a necessidade de reforçar o ensino da compreensão oral como item de formação didático-metodológica nas disciplinas de Licenciatura dos Cursos de Letras, o que significa discutir as etapas de seleção, análise e didatização de documentos orais junto aos licenciandos. Num segundo momento, a análise dos dados obtidos demonstrou que os instrumentos de metarreflexão utilizados na pesquisa favoreceram a participação dos futuros professores e contribuíram para o desenvolvimento de sua reflexão-crítica. Por último, a conscientização dos procedimentos didático-metodológicos, visando o desenvolvimento da compreensão oral em língua estrangeira, aproxima o aluno em formação de situações de sala de aula e permite, no espaço de formação inicial na Licenciatura, que vários questionamentos sejam realizados, gerando mais aprendizado e promoção de autonomia nos futuros professores.
With the advance of technologies, the internationalization process of the universities and the increasing possibility of interaction in professional contexts, the situations of communication in foreign language have been more and more present. Inserted in this scene, the individual must be able to comprehend oral and written documents, express him/herself and interact in certain foreign language. In the scope of the teaching and learning of French as a foreign language, the studies pointed out the Listening as one of the most difficult skills to develop and one of the most essential to favor the interaction in French language (GREMO ; HOLEC, 1990; PORCHER, 1995; CORNAIRE, 1998; CUQ e GRUCA, 2009). Such confirmation led us to reflect, discuss and investigate what would be the central questions related to Listening comprehension that should take part in the initial formation of the French teacher aiming his/her development to teach this skill in class by using authentic oral documents. The theoretical references used were based on the Listening studies above, on the teachers critical reflective practice (BROWN, 1997; SHÖN, 2000; PERRENOUD, 2002; ALMEIDA FILHO, 1997, 2000, 2006) and also on the development and mobilization of the sense of plausibility (PRABHU, 1987; ALMEIDA FILHO, 1997). To carry this research out, a qualitativeinterpretative one, we selected the action research method (THIOLLENT, 1986). Inserted in a context of teachers initial formation, this research was part of the discipline Atividades de Estágio, from the undergraduate course in Languages/French of the University of São Paulo by means of elaborating and applying the module Ensino da compreensão oral em Francês. With the help of metareflective formative instruments, that define the space of critical reflection, the participants were encouraged to analyze the Listening activities propositions elaborated and presented by the teacher-researcher with the objective to make the future teacher aware of the criteria to be considered in selecting, analyzing and using oral documents. Furthermore, during the development of the module, the participants were led to propose listening activities that were analyzed in the same way considering the theoretical perspective adopted. This research corpus was constituted, though, by the participants answers filled in the questionnaires and metareflective cards used during the formation, as well as the activities made by them. At a first moment, the results analyses revealed the necessity to reinforce the teaching of Listening as an educational-methodological formation item in the disciplines of the undergraduate course in Languages, which means to discuss the stages of selecting, analyzing and using oral documents with the undergraduate students. At a second moment, the collected data analysis showed that the instruments of metareflection used in the research encouraged the participation of the future teachers and contributed towards the development of their reflection-critic. Finally, the awareness of the educationalmethodological procedures, aiming the development of Listening in foreign language, bring the student in formation closer to class situations and stimulate, in the space of the undergraduate initial formation, the formulation of many questions, generating more learning and the promotion of autonomy in future teachers.
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Ochiucci, Maria Stela Marques. "A formação pré-serviço do professor de Língua Francesa na perspectiva do ensino de línguas para fins específicos: desafios e possibilidades." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20683.

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Considering limited professional contexts for Teachers of French as a Foreign Language, which working scenes, generally, refer to specific purposes, this thesis defends Letters Undergraduations should provide a formation which develops such competences for future Teachers of French as a Foreign Language. Thus, this research discusses the needs of preservice Teachers of French as a Foreign Language of learning and practicing teaching French for Specific Purposes approach. It is supposed that such approach will develop future teachers’ autonomy and critical reflective consciousness, once there are restricted spaces in Brazilian context to offer the teaching of French as a Foreign Language in Regular Education. Inserted in Apllied Linguistics Studies, this research brings Hutchinson and Waters (1998) and Mangiante and Parpette (2004, 2011) to approach general aspects on Teaching Languages for Specific Purposes. It also shows Perrenoud (2001, 2002) and Schön (2008) to focus on reflective practices and Freire (2008, 2011) and Gallison and Puren (2001) as a foundation for a discussion on autonomy and political formation for teachers. Besides, Tomlinson (1998), Ramos (2009, 2010) and Celani (2005), have brought up reflections on teaching material for teaching French for Specific Purposes. The concept of local needs have taken as basis the notion of local knowledge by Canagarajah (2005) to justify the validity of Teaching French for Specific Purposes in a given region. Therefore, it is a qualitative research, taking as methodological support the modality of Case Study and Data Analysis Procedures based on the studies of Bardin (2011) in order to construct analysis criteria, also considering criteria defined by Ramos (2010) to analyse taching material. This research brings as contribution the thesis that the process of formation for Teachers of French as a Foreign Language brings about the development of three distinct types of knowledge: savoir, savoir-faire and savoir-être which are exposed by the stages of perception, reflection and action, recognized in the predisposition for Teaching Practice Stage, in the production of teaching material and in the pre-service Teachers’ classes. Our results reveal that the formation of Teachers of French as a Foreign Language in the approach of Teaching French for Specific Purposes develops needed competences for teachers’ actions, teaching in specific contexts and the development of the three knowledges decribed in this research are confirmed, especially by the stages of perception, reflection and action
Diante de um atual cenário profissional limitado para o professor de Língua Francesa, para quem o locus de trabalho contempla, na maioria das vezes, contextos específicos de ensino, esta tese defende que os cursos de graduação em Letras devem prover uma formação que desenvolva as competências desse professor, com foco na Abordagem de Ensino de Francês com Objetivo Específico. Nesse sentido, este trabalho discute a necessidade do futuro professor aprender e praticar essa Abordagem ao longo de sua formação, desenvolvendo sua autonomia e sua consciência crítico-reflexiva para atuar nesses contextos uma vez que, a cada dia, se vê diminuir os espaços de atuação do professor de Francês na escola regular. Inserida na Linguística Aplicada, esta pesquisa traz as contribuições de Hutchinson e Waters (1998) e Mangiante e Parpette (2004, 2011) para tratar dos aspectos gerais ligados à Abordagem de Ensino de Línguas para Fins Específicos e se fundamenta nos escritos de Perrenoud (2001, 2002) e Schön (2008) para abordar a questão da prática reflexiva. Freire (2008, 2011) e Gallison e Puren (2001) fundamentam a discussão sobre autonomia e formação política do professor, neste trabalho. Tomlinson (1998), Ramos (2009, 2010) e Celani (2005), contribuem para com o desenvolvimento das reflexões em relação ao material didático para o ensino de Francês e é elaborado, nesta pesquisa, o conceito de necessidade local, tomando-se como base o conceito de saber local de Canagarajah (2005), para justificar a validade da Abordagem de Ensino de Francês com Objetivo Específico em uma dada região. Trata-se de uma pesquisa qualitativa, cujo suporte metodológico é o estudo de caso e os procedimentos para a análise de dados tiveram como referencial teórico os estudos de Bardin (2011) para a elaboração das categorias de análise e os critérios de Ramos (2010) para a análise do material didático. Esta pesquisa traz como contribuição a tese de que a formação do professor de Francês na Abordagem com Objetivo Específico é responsável pelo desenvolvimento dos três saberes, descritos como savoir, savoir-faire e savoir-être o qual é possibilitado pelas etapas de percepção, reflexão e ação, reconhecidas na predisposição para o estágio, na elaboração do material didático e na regência das aulas pelo professor em formação. Os resultados revelam que a formação na Abordagem de Ensino de Francês com Objetivo Específico desenvolve as competências necessárias para a atuação do professor em contextos específicos de ensino e que há o desenvolvimento dos saberes que defendo nesta pesquisa, desencadeados pelas etapas de percepção, reflexão e ação
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Shehane, Robert Wayne. "Training French Baptists in relational evangelism." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Froc, Myra. "Holistic scoring, french immersion teachers experiencing change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ30472.pdf.

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Ducote, Natalie. "CODOFIL'S Ally: Local French Teachers in Louisiana." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2316.

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In 1968, in the midst of the Civil Rights Era, the Louisiana government created the Council for the Development of French in Louisiana (CODOFIL). During this period of heightened ethnic awareness, CODOFIL aimed to rectify the damage done by prior Louisiana legislation, which prohibited French language on public school grounds. In an effort to revitalize the French language in Louisiana, the organization hired teachers from foreign francophone countries and advocated for a curriculum rooted in Standard French. According to historians, many locals felt Louisiana-specific French dialects were once again rejected. Alongside these foreign teachers were teachers local to Louisiana. Utilizing interviews with Louisiana natives who became French teachers in the state, this paper aims to add to the narrative by presenting their discussion of the topic. The interviews consistently refute claims that local educators were opposed to CODOFIL’s hiring of foreign teachers. In addition, the interviews explore the strides these teachers made in revitalizing Louisiana French in spite of CODOFIL’s complicated founder, James Domengeaux.
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Books on the topic "French teachers – Training of"

1

LeBlanc, J. Clarence. Retraining teachers for French second language instruction: A study for the Canadian Teachers' Federation. Ottawa: The Federation, 1988.

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Frisson-Rickson, Francine. La formation et le perfectionnement des professeurs en immersion: Pour des critères nationaux = : The training and retraining of immersion teachers : towards establishing national standards. [Ottawa]: Association canadienne des professeurs d'immersion = Canadian Association of Immersion Teachers, 1986.

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Lamarre, Patricia. Professional development of Core French teachers: Selective review of general literature on inservice education and specific literature on inservice education of second language teachers. Winnipeg, Man: Teacher Education and Professional Development Task Force, ACPLS/CASLT, 1986.

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Lamarre, Patricia. Professional development of Core French teachers: Selective review of general literature on inservice education and specific literature on inservice education of second language teachers. Winnipeg, Man: Teacher Education and Professional Development Task Force, ACPLS/CASLT, 1986.

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Day, Elaine Mellen. National survey of the professional development needs of French immersion teachers: Final report. [Nepean, Ont: Canadian Association of Immersion Teachers, 1993.

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Day, Elaine Mellen. National survey of the professional development needs of French immersion teachers: Executive summary. [Nepean, Ont: Canadian Association of Immersion Teachers, 1993.

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Frenette, Normand. Enquête sur les besoins des enseignantes et des enseignants franco-ontariens en matière de formation initiale et continue. [Toronto: Conseil de l'éducation franco-ontarienne, 1987.

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Leblanc, Pierre. Recherche sur la formation et l'accréditation des alphabétiseures en Ontario français. Toronto: Direction de l'Alphabétisation, Ministère de l'Éducation, Gouvernement de l'Ontario, 1992.

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Dumortier, Jean-Louis. Savoirs langagiers: Glossaire visant à pourvoir d'un bagage de notions communes tous les enseignants de français de la Fédération Wallonie-Bruxelles. Namur, Belgique: Presses universitaires de Namur, 2013.

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Gérin-Lajoie, Diane. Évaluation du programme Éduc-Action. Toronto: Centre de recherches en éducation franco-ontarienne, Institut d'études pédagogiques de l'Ontario, 1993.

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Book chapters on the topic "French teachers – Training of"

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Artigue, Michèle, Thierry Chevalarias, Florence Debertonne-Dassule, Brigitte Grugeon-Allys, Julie Horoks, and Julia Pilet. "French Lexicon." In Teachers Talking about their Classrooms, 193–218. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429355622-13.

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Van den Branden, Kris. "Chapter 18. Training teachers." In Task-Based Language Teaching, 401–30. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.21tra.

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Stewart, W. A. C. "The Training of Teachers." In Higher Education in Postwar Britain, 24–28. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07064-0_2.

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Shapiro, Shauna, Daniel Rechtschaffen, and Sarah de Sousa. "Mindfulness Training for Teachers." In Mindfulness in Behavioral Health, 83–97. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_6.

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Trittel, Monika, Mara Gerich, and Bernhard Schmitz. "Training Prospective Teachers in Educational Diagnostics." In Teachers’ Professional Development, 63–78. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_5.

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Abboud-Blanchard, Maha, and Aline Robert. "Strategies for Training Mathematics Teachers." In Mathematics Classrooms, 229–45. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5_13.

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Vollmer, Ursula, Sabina Jeschke, Barbara Burr, Lars Knipping, Jörg Scheurich, and Marc Wilke. "Teachers need robotics-training, too." In Automation, Communication and Cybernetics in Science and Engineering 2009/2010, 359–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16208-4_32.

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Bauer-Ramazani, Christine. "11. Training CALL teachers online." In Teacher Education in CALL, 183–200. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.14.16bau.

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Jürges, Hendrik, and Kerstin Schneider. "Fair ranking of teachers." In The Economics of Education and Training, 157–77. Heidelberg: Physica-Verlag HD, 2008. http://dx.doi.org/10.1007/978-3-7908-2022-5_8.

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Block, David. "French Foreign-Language Teachers in London." In Multilingual Identities in a Global City, 107–35. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501393_6.

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Conference papers on the topic "French teachers – Training of"

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Meshkova, Irina, Olga Sheremetieva, and Larissa Spynu. "TRAINING IN RENDERING AND TRANSLATION AT NON-LINGUISTIC FACULTIES DURING THE 2020 PANDEMIC." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020108.

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The article is devoted to the peculiarities of teaching French at non-linguistic faculties, the analysis of the concepts of rendering, retelling (resumé, compte-rendu, synthèse), rendering translation of texts using an interdisciplinary approach in the context of the development of digital technologies in the modern educational space, in particular, during the Covid-19 pandemic. Extraordinary circumstances have set before teachers from many countries of the world, including Russian teachers, the task of modernizing pedagogical processes as part of the transition to a distance learning format using one or another electronic educational platform. The problem arises from integrating educational and methodological materials into the concept of distance learning, taking into account various digital resources and stages of development of information and communication technologies. A distinctive feature of the situation is the blurring of boundaries between traditional and distance approaches both in whole education, and in particular in teaching foreign languages. Teaching rendering as the most important type of speech activity, working with foreign language texts for the purpose of their subsequent rendering, is necessary to prepare students for research activities. Rendering translation plays an important teaching role and has significant potential. In the French language classes at the non-linguistic faculties of the RUDN University, texts of various genres are offered for rendering translation, for example, literary, journalistic, as well as scientific texts on relevant topics. As a result, students must learn to submit an informative abstract/summary (summary-synopsis), which contains in a generalized form all the main provisions of the original text. In the course of rendering translation, the student carries out semantic or informational processing of the text, learns to avoid violations of the theme-rhematic sequence, maintain the coherence of the text, correctly organizing information in paragraphs and preserving subject-logical connections. In addition to the skills of rendering translation, students are trained in language mediation, which is carried out by reformulating it in the form of a resume or report. The use of digital educational technologies and traditional pedagogical approaches within the framework of ensuring the concept of lifelong education helps to solve the problem, regardless of the location of the teacher and student. Under the conditions of distance learning during the COVID 19 period, the authors developed and successfully applied a system of exercises and tasks aimed at the formation and development of rendering skills, rendering translation, language mediation in French classes for students of non-linguistic faculties of RUDN University.
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, Emília Coutinho, Isabel Oliveira, José Pereira, Patricia Lopez Garcia, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Trudel, Louis, and Abdeljalil Métioui. "DESIGN AND IMPLEMENTATION OF AN EXPERIENTIAL APPROACH TO TRAINING SCIENCE TEACHERS IN FRENCH-SPEAKING MINORITY COMMUNITIES: RESULTS OF THE THIRD PHASE OF A THREE-PHASE DESIGN RESEARCH PROJECT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1073.

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Del Prete, Annachiara, and Maria Luisa Arancibia. "SYSTEMATIZATION OF THE TEACHER TRAINING PROCESS FOR THE INSTITUTE OF HIGHER TECHNICAL PROFESSIONALS, AS A RESULT OF A FRENCH-CHILEAN PEDAGOGICAL TRANSFER UNDER THE MODEL OF LEARNING BY DOING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1399.

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Farisi, Salman Al, and Sisilia Setiawati Halimi. "Are French Teachers Passionate About Their Profession?" In International University Symposium on Humanities and Arts (INUSHARTS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200729.006.

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Hosman, Laura, and Maja Cvetanoska. "Technology, teachers, and training." In the 4th ACM/IEEE International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2369220.2369238.

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Guo, Shouchao, Yujie Fang, Tongshan Liu, and Qingguo Zhou. "Teachers' Training Based on MOOC." In 2014 7th International Conference on Ubi-Media Computing and Workshops (UMEDIA). IEEE, 2014. http://dx.doi.org/10.1109/u-media.2014.62.

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Mayoral, Asunción, Javier Morales, Fernando Borrás, and Juan Aparicio. "ICT TRAINING FOR FUTURE TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2131.

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Severino, Lori. "TRAINING TEACHERS IN STRUCTURED LITERACY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2722.

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R., Juan Jose Espinosa, Victor Sanchez G., Alberto Carlos Hernandez, and Jose Luis del Rio. "Physics teachers and teacher’s training." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37562.

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Reports on the topic "French teachers – Training of"

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Seger, Marilyn. A Study of Special Preparation and Training Needs of Middle School Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1226.

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Choles, Jaiya. Examining Mindfulness Training for Teachers: Theoretical and Methodological Extensions of Intervention Effectiveness. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7380.

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Micklos, David A. The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/894160.

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David. A Micklos. The Science and Issues of Human DNA Polymoprhisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/894163.

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Choles, Jaiya. Impacts of Mindfulness Training on Mechanisms Underlying Stress Reduction in Teachers: Results from a Randomized Controlled Trial. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6352.

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Sergienko, I. V., E. N. Safina, E. B. Sergienko, R. R. Tangatarov, M. A. Kryimova, and YU S. CHuchkalov. Electronic course of additional professional training program «Application of digital and Internet technologies to counter destructive trends in the professional activity of rural teachers». OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24854.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Meacham, Colleen. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5960.

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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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