Cultural and Social Diversity in Language Teacher Education

Table Of Contents

• Cover
• Title
• Copyright
• About the author
• About the book
• This eBook can be cited
• Contents
• List of Abbreviations
• Introduction
• 1. The beginnings and growth of pre-service teacher education
• 1.1. Language teachers before the emergence of formal teacher training
• 1.2. The origin of teacher education paradigms: Pre-service teacher education before the 1990s
• 1.2.1. Beginnings of formal teacher training
• 1.2.2. Controversy over the status of teacher education
• 1.2.3. Pitfalls of early teacher education programmes
• 1.2.4. Organizational structure and content of teacher education before the 1990s
• 1.2.5. The influence of classroom research and curriculum studies on teacher education
• 1.2.6. Paradigms in pre-service teacher education
• 1.3. The period of innovation and change: Pre-service teacher education since the 1990s
• 1.3.1. Theoretical underpinnings: The role of reflection
• 1.3.2. The organization and practice of pre-service teacher education
• 1.4. Between pre- and in-service education: Induction phase
• 1.5. Cultural and social diversity in pre-service teacher education
• 1.5.1. The length of study
• 1.5.2. Location of teacher education programmes
• 1.5.3. Sharing good practice
• 1.5.4. Similarities and differences
• 1.5.5. Challenges
• 1.5.6. Complexities of the context: The Polish example
• 1.6. Concluding remarks
• 2. Continuous teacher development toward professionalism
• 2.1. Stabilization in the profession: In-service teacher education
• 2.1.1. Paths of teacher development
• 2.1.2. Content and target groups
• 2.1.3. Organizational models of in-service teacher education
• 2.1.4. Effectiveness of in-service teacher training
• 2.2. Towards teacher professionalism through pre- and in-service training
• 2.2.1. Teaching as a professional activity
• 2.2.2. Teacher professional competence and knowledge base
• 2.3. Effective teaching skills
• 2.3.1. Development of teacher expertise
• 2.3.2. Novice vs expert teachers
• 2.3.3. Approaches to teacher expertise in the twentieth century
• 2.3.4. Approaches to teacher expertise in the twenty-first century
• 2.3.5. Pitfalls of assessing teacher professionalism
• 2.3.6. Competence-based approaches to effective teaching
• 2.4. Effective teacher education institutions: Towards quality assurance in institutional contexts
• 2.4.1. The European policy on the quality of teacher education
• 2.4.2. External evaluation of teacher training institutions
• 2.4.3. Quality assurance at the institutional level: Tools and documents
• 2.4.4. Quality assurance at the individual level: Tools and documents
• 2.5. Effective teacher educators and mentors
• 2.5.1. The European language policy on the quality of teacher educators
• 2.5.2. Recruitment of teacher educators: Experts vs non-experts
• 2.5.3. Efficient in-service teacher educators and mentors
• 2.6. Cultural and social diversity in the professional development of language teachers
• 2.6.1. Teachers’ needs across sociocultural contexts
• 2.6.2. Content and target groups in various sociocultural contexts
• 2.6.3. The international transfer of expertise and programmes
• 2.6.4. Teacher educators and mentors across sociocultural contexts
• 2.7. Concluding remarks
• 3. The language teacher in action
• 3.1. Teacher’s roles
• 3.1.1. Role description and role enactment
• 3.1.2. Role expectations and role conflict
• 3.2. The role of the teacher in society
• 3.2.1. Socio-political aspects of the teachers’ functioning
• 3.2.2. Teachers’ social status, prestige and the feeling of self-worth
• 3.3. Potential frustration: Challenges and dilemmas
• 3.3.1. Unfulfilled needs
• 3.3.2. Teacher dilemmas
• 3.4. Teacher stress
• 3.4.1. Stressors and pressures
• 3.4.2. Conflicts
• 3.5. Teacher burnout
• 3.5.1. Psychological factors
• 3.5.2. Sociological factors
• 3.6. Teachers’ coping strategies
• 3.6.1. Individual coping strategies
• 3.6.2. External support
• 3.7. Cultural and social diversity in the functioning of language teachers
• 3.7.1. Formal requirements
• 3.7.2. Teachers’ attitudes to their profession
• 3.7.3. Multitude of stressors and a need for satisfiers
• 3.7.4. Teaching methods
• 3.8. Concluding remarks
• 4. Language teacher development and appraisal: Formal frameworks across cultures
• 4.1. Teacher career models
• 4.1.1. Career stages and promotion procedures
• 4.1.2. Registration
• 4.1.3. Probation
• 4.2. Appraisal approaches and practices
• 4.2.1. The role of teaching standards in teacher appraisal
• 4.2.2. Teacher appraisal vs school evaluation
• 4.2.3. Appraisal as assessment vs appraisal as dialogue
• 4.2.4. Using appraisal results: Acknowledging teaching excellence and dealing with underperformance
• 4.2.5. Professional organizations in setting standards and managing teacher development
• 4.3. Agents of appraisal
• 4.3.1. Internal superior appraisal (principals, school leaders, coordinators)
• 4.3.2. Internal peer appraisal (fellow teachers, newly appointed teachers)
• 4.3.3. External superior appraisal (teaching advisors, experts)
• 4.3.4. External peer appraisal (teachers from other schools)
• 4.4. Tools for appraisal
• 4.4.1. Teacher examinations and post competitions
• 4.4.2. Classroom observations
• 4.4.3. Portfolios
• 4.4.4. Student test results
• 4.4.5. Student satisfaction surveys
• 4.5. Legal framework for teacher development
• 4.5.1. Provisions and obligations for teacher development
• 4.5.2. Personal and school development plans
• 4.5.3. Self-development in online settings
• 4.5.4. Publishers’ role in teacher development
• 4.6. Concluding remarks
• 5. Examined and certified: An outline of certifications and examinations for English language teachers all over the world
• 5.1. Internationally recognized teacher qualifications
• 5.1.1. Teaching Knowledge Test (TKT)
• 5.1.2. CELT-P and CELT-S (Cambridge English, University of Cambridge)
• 5.1.3. Certificate in English Language Teaching (CELTA) and Diploma in English Language Teaching (DELTA)
• 5.1.4. CertTESOL and DipTESOL (Trinity College London)
• 5.2. National teacher evaluation tests
• 5.2.1. KPSS (Turkey)
• 5.2.2. Central Teacher Eligibility Test (India)
• 5.2.3. Praxis and National Board Certification (USA)
• 5.2.4. California Educator Assessment Scheme (USA)
• 5.3. Researcher-made teacher evaluation tests
• 5.3.1. PPK (Voss, Kunter and Baumert 2011)
• 5.3.2. Language Assessment Knowledge (LAK) (Farhady and Tavassoli 2018)
• 5.4. Perceptions of teacher qualifications and examinations in various sociocultural contexts
• 5.5. Concluding remarks
• 6. Language teacher development online: New opportunities, new forms
• 6.1. Towards electronic continued professional development
• 6.2. Distance, blended and flipped learning
• 6.3. Massive Open Online Courses (MOOCs)
• 6.4. Online conferences and webinars
• 6.5. Telecollaborative projects
• 6.6. Web 2.0 tools
• 6.7. Video sharing sites
• 6.8. Virtual worlds, virtual reality, simulations and games
• 6.9. E-mentoring and virtual practicum
• 6.10. Social network sites
• 6.11. Concluding remarks
• General conclusion
• References
• Series Index