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

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Session Information

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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.

Virtual Session Symposium

August 17, 2021 02:30 PM - August 17, 2022 06:00 PM(Europe/Amsterdam)

Venue : Room 1

20210817T1430 20210817T1800 Europe/Amsterdam S184 2/2 | 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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Professionalization instruments for reflected experiential learning of teachers: DEUTSCH LEHREN LERNEN (Learn To Teach German)

FeaturedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

The presentation describes the professionalization instruments of the Goethe-Institut's continuing education and professional development series DEUTSCH LEHREN LERNEN (Learn To Teach German), which guide observation, reflection and fearless experimentation. Here is the question, how this concept can be meaningfully implemented within the framework of university cooperation.

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Tools of Action Research in Undergraduate Teacher Education: Experiences from Brazil

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

The presentation describes the experience of including courses with focus on Action Research Tools into an undergraduate curriculum for German Teacher Education in Brazil. Despite some difficulties, the approach shows mainly positive consequences in reflection and motivation, and thus is considered worth to be discussed further on.

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The link between English and NonEnglish teachers’ job satisfaction and teaching effectiveness

Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

Keywords: English teachers, Job satisfaction, nonEnglish teachers, teaching effectiveness

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Exploring levels and dimensions of reflection among language teacher candidates: National performance assessments in the U.S.

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

In this session, language teacher candidates’ discourse generated as part of a national performance assessment (edTPA) is analyzed in order to identify instances of reflection and the extent to which this type of assessment generates specific forms of reflective discourse. Implications for teacher education programs are discussed.

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Developing the ELF-aware teacher: The case of the ENRICH Continuous Professional Development Course

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

This paper presents an original blended-learning Continuous Professional Development Course developed and implemented in the framework of the ENRICH EU-funded Project. The Course focuses on empowering EFL teachers to integrate the role of English as a lingua franca (ELF) in multilingual classrooms through critical reflection, constructive dialogue and action research.

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