Search results for: Foreign languages
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This study explores how the newly qualified foreign language teachers’ (NQT) see their teacher work as an education expert. Furthermore, it also examines how their expertise develops in the working community at the outset of their career. This study shows that the NQTs have difficulty in putting their theoretical knowledge into practice during the first years at work and the effect of the working community on their professional development. The author argues that an NQT needs individual and collegial support both during teacher education and afterwards in working life but more research is, however, needed to define exactly what kind of support would be the most useful for NQTs’ professional development.
Updated: Sep. 26, 2017
This article has two purposes: (1) to investigate how Taiwanese teachers of English as a Foreign Language turned experiences into critical reflections via journal writings and (2) to describe how they gauged critical reflections as teaching inquiry. The results indicate that critical reflection as teaching inquiry helped the teachers deal with situations of uncertainty, instability, and value conflict in multiple contexts. Critical reflections enhanced teachers' understanding and brought about changes in their awareness of instructional effectiveness and teaching beliefs in their practice.
Updated: Oct. 17, 2013
Training confident primary modern foreign language teachers in England: An investigation into preservice teachers’ perceptions of their subject knowledge
The success of the program entitling British schoolchildren to learn a modern foreign language, depends on adequately trained teachers. The study presents a study involving 18 teacher education institutions that focus on the preservice teacher's confidence in the subject knowledge, and require a month of practicum abroad. The study explored the benefits and difficulties associated with the experience through questionnaires and focus group.
Updated: Feb. 10, 2008