S184 1/2 | Tools, Techniques And Strategies For Reflective Second & Foreign Language Teacher Education

S184 1/2 | Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education

August 17, 2021 08:30 AM - August 17, 2022 12:00 Noon(Europe/Amsterdam)

20210817T0830 20210817T1200 Europe/Amsterdam S184 1/2 | Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education The broad reception of Hattie's meta-studies about the impact of teacher activities has shown the core importance of teacher training and professional development. Within this area, "Reflection" and "Action Research" are increasingly considered as fundamental aspects for teacher education, for what questions raised by scholars such as Shulman (1986), Schön (1988) and Altrichter & Posch (2007) remain essential until today, in order to link the theoretical discussion about academic teacher training and the practical skills needed for classroom management and interaction. Numerous educational challenges, among them the emergence and overlapping of diverse technologies, make it crucial that teachers develop skills that help them rethink their practices. This "reflective moments" are supposed necessary to ensure the constant quality of their work and to encourage efficient practices of classroom interaction and language teaching. The symposium offers a space to bring together both theoretical studies and practical experiences of foreign or second language teacher education and professional development that focus on the issues pointed above. The discussions are meant to be open for scholars that deal with the teaching of foreign languages (especially "German as a Foreign Language") and aim to integrate participants from different regions of the world sharing their experiences. Room 1 AILA 2021 aila2021@gcb.nl

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The broad reception of Hattie's meta-studies about the impact of teacher activities has shown the core importance of teacher training and professional development. Within this area, "Reflection" and "Action Research" are increasingly considered as fundamental aspects for teacher education, for what questions raised by scholars such as Shulman (1986), Schön (1988) and Altrichter & Posch (2007) remain essential until today, in order to link the theoretical discussion about academic teacher training and the practical skills needed for classroom management and interaction. Numerous educational challenges, among them the emergence and overlapping of diverse technologies, make it crucial that teachers develop skills that help them rethink their practices. This "reflective moments" are supposed necessary to ensure the constant quality of their work and to encourage efficient practices of classroom interaction and language teaching. The symposium offers a space to bring together both theoretical studies and practical experiences of foreign or second language teacher education and professional development that focus on the issues pointed above. The discussions are meant to be open for scholars that deal with the teaching of foreign languages (especially "German as a Foreign Language") and aim to integrate participants from different regions of the world sharing their experiences.

Teachers as Researchers – A profession- and research-led teaching conceptView Abstract

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

The quality of a teacher influences the quality of learning and teaching. The question about how academic settings should be best structured to allow for the development of well-qualified teachers arises. An explorative and qualitative approach is chosen to provide insights into concepts for teacher education at university level.

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Ensuring pedagogical consistency between primary- and secondary-level foreign language education through portfolios in JapanView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This study examines the potential value of the two portfolios for EFL teachers in Japan. The portfolios are based on the rationale of the CEFR. We argue that they can serve as effective tools for reflective teaching and help maintain pedagogical consistency between primary to secondary-level EFL education.

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A corpus-based analysis of ideologies in EFL teacher education policiesView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This mixed-method project aimed at reviewing EFL teacher training policies through the analysis of 3 corpora using keywords-in-context through Nvivo12. Results suggest discrepancies in the emphases given to different areas in the curriculum while showing evidence of neoliberal ideologies through the use of strategies from the ‘discourse of advertising’.

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Teacher Education and Professional Self-Definition of Prospective Teachers of German as an Additional Language in Rio de JaneiroView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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The purpose of this presentation is to report the results of a research that aimed to identify and analyze bottlenecks and potentialities of the university education of additional language teachers by looking into curricular subjects and activities comprising professional practice training.

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