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Initial English Language Teacher Education: International Perspectives on Research, Curriculum and Practice de Dr Darío Luis Banegas

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

Editat de Dr Darío Luis Banegas
en Limba Engleză Paperback – 28 noi 2018
Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness.
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Specificații

ISBN-13: 9781350090828
ISBN-10: 1350090824
Pagini: 248
Dimensiuni: 156 x 234 x 18 mm
Greutate: 0.35 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom

Caracteristici

Covers Initial English Language Teacher Education in Argentina, Brazil, China, Colombia, Kenya, Romania, Singapore, South Africa, Spain and Uruguay

Notă biografică

Darío Luis Banegas is a teacher educator and curriculum developer at the Ministry of Education of Chubut, Argentina, and Associate Fellow at the University of Warwick, UK. He is the founding editor of the Argentinian Journal of Applied Linguistics and an editorial board member of English Language Teacher Education and Development (ELTED) journal.

Cuprins

List of Figures and TablesNotes on ContributorsList of Abbreviations and AcronymsIntroduction, Darío Luis Banegas (University of Warwick, UK) 1. Pre-service and Novice Teachers' Perceptions on Second Language Teacher Education, Mariel Amez and Elsa Dobboletta (Institute of Higher Education "Olga Cossettini", Argentina)2. Enhancing Student Engagement with Academic Learning in EFL Pre-Service Teacher Education Courses, Chunmei Yan (Central China Normal University, China) 3. Empowering Beginning English Language Teachers in Literacy Pedagogical Practices, Donna Lim, Linda Mary Hanington and Willy A. Renandya (National Institute of Education, Nanyang Technological University, Singapore)4. Strengthening the Link between University Curricula and English Language Student-Teacher Preparedness, Alice Kiai (Catholic University of Eastern Africa, Kenya) and Angelina Nduku Kioko (United States International University -Africa, Kenya)5. Supporting Post-Observation Feedback in the EFL Teaching Practicum, Georgina Ma (University of the Witwatersrand, South Africa & UniServices, New Zealand) 6. TechnologyMediated Initial Teacher Education, Gabriel Díaz Maggioli (National Administration of Public Education, Uruguay) 7. Exploring Student-Teachers' Professional Identity Development through Discourse in an Online Language Teacher Education Programme, Graciela Inés Manzur and Cecilia Zemborain (Institute of Higher Education in Modern Languages "Juan Ramón Fernández", Argentina)8. Self-Regulation and Language Teacher Training in Colombia, Liliana Cuesta Medina, Carl Edlund Anderson and Jermaine S. McDougald (University of La Sabana, Colombia)9. English Language Teaching and Reflection in Higher Education, Agustín Reyes Torres (University of Valencia, Spain)10. Critical Awareness in Language Teacher Development, Claudia Saraceni (University of Bedfordshire, UK)11. Emancipating EFL Student-Teachers through Audiovisual Identity Texts, Luis S. Villacañas de Castro (University of Valencia, Spain)12. Globalization, Superdiversity, Language Learning and Teacher Education in Brazil, Fernanda Coelho Liberali (Pontific Catholic University of São Paulo, Brazil) Conclusion, Darío Luis Banegas (University of Warwick, UK) Index

Recenzii

The powerful issues of identity, reflection, and critical pedagogy are woven through the contributions to this volume, providing insightful understanding that must inevitably provoke consideration about core issues in English language teacher education ... highly recommended.
A useful resource for teacher education. It offers much value to stakeholders who are directly involved in teacher education programmes, such as education policy makers, teacher training college/university administrators, head of education faculties/departments, teacher trainers, teacher trainer researchers and student teachers. The book also offers much benefit to those who are indirectly involved in teacher education programmes, such as school administrators and student teacher supervisors.
This collection of twelve chapters, from such diverse contexts as South America, Africa, Europe and Asia, addresses the theory/practice divide in Initial English Language Teacher Education (IELTE) through the eyes of teacher educators and learner teachers. This collection is a valuable contribution to the field of IELTE, and especially for language teacher educators and learner teachers.
This is a collection of detailed and thought-provoking accounts of how IELTE is experienced in less researched places, such as Kenya and Uruguay. Banegas has managed to show how future teachers from different countries conceive of a number of pressing issues relevant to their initial English language teacher education.