This volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future.
Paving the way for a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.
Author(s): Liz England, Georgios Kormpas, Lía D. Kamhi-Stein
Edition: 1
Publisher: Routledge
Year: 2023
Language: English
Pages: 236
Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Foreword
List of Contributors
Co-editors
Chapter Authors and Co-authors
Introduction
Overview of the Volume
Final Reflections
References
Part I: Learning in English Language Teacher Education in Changing Times
Introduction
Chapter 1: Learning to Lead in Language Education
Going Home
Poor Leadership Costs Lives
Leadership in Language Education: A Serious, Long-Term “Gap” in Our Field
Reflecting, Writing and Educating to Address this Serious, Long-Term “Gap” in Our Field
Concluding Points
References
Chapter 2: Empowering Students to Utilize Their Full Language Spectrum: The Importance of L1 in These Changing Times
Scenario
Context
Shifting from Traditional to New Ideas
Part 1: Key Terms
Part 2: The Research
Part 3: Operationalize the Spectrum in an Online Environment
Conclusion
References
Chapter 3: Top Ten Characteristics of 21st Century English Language Teachers
Scenario
Introduction
Good Language Teachers Improve Their Competence in the Target Language and Other Related Languages
Good Language Teachers Know Their Students Well and Understand Their Needs
Good Language Teachers Know How to Engage Their Students
Good Language Teachers Continue to Build Their Pedagogical Knowledge and Skills
Good Language Teachers Use a Well-Balanced and Calibrated Approach to Language Teaching
Teacher
Good Language Teachers Use Appropriate Technology to Engage Students and Enhance Their Learning
Good Language Teachers Belong to Professional Learning Communities
Good Language Teachers Are Lifelong Learners
Good Teachers Take Care of Their Own Health
Your Turn
Conclusion
References
Chapter 4: Training Teachers in an Interdisciplinary Approach through EMI: A Case Study in Greece
The Scenario
COVID-19 in Our Context
Shifting from Traditional to New Ideas
The New Educational Landscape
Interdisciplinary Approach in Educators’ PD Opportunities
Methodology of Our Approach
Findings
PD Interrelated Factors for a Holistic Approach in Education
Continuous Professional Development (CPD) Trends
Teacher Training in an Interdisciplinary Approach
Professional Community of Practice
Peer Tutoring and Peer Assessment
BL Training Strengths and Weaknesses
English as a Medium of Instruction
Conclusions and Recommendations
Acknowledgements
References
Chapter 5: English Language Teacher Education and Development through Language Teacher Associations: Opportunities and Challenges
Scenario
COVID-19 in Our Context
Technology
Social Life
Technology
Connectivity
Shifting from Traditional to New Ideas
Conclusion
References
Part II: Teaching in English Language Teacher Education in Changing Times
Introduction
Chapter 6: A Framework to ENABLE Teacher Learning
Scenario
COVID-19 in My Context
Shifting from Traditional to New Ideas
The Need for a New Perspective on ISLTE
A Research-Based Framework to Enable Teaching
How Do Teachers Know, Believe, and Learn?
How Can Awareness Raising Be Promoted?
How Do Student Teachers Understand the Complexity of Teaching?
How Can Student Teachers Appropriate Contextually Relevant Practices?
How Can Student Teachers Demonstrate Their Appropriation of Teacher Knowledge?
How Can Student Teacher Learning Transcend the Teacher Preparation Classroom?
The ENABLE Framework
Conclusion
References
Chapter 7: Team Teaching through the Voices of Teachers and Students in ELT Programs before, during COVID-19, and beyond
Scenario
Team Teaching before and during COVID-19 in Our Context
Shifting from Traditional to New Ideas
Team Teaching Defined by Participants
Experienced Benefits of Team Teaching
Experienced Challenges of Team Teaching
Team Teaching during COVID-19
Conclusion
References
Chapter 8: Transforming Pre-Service Educators’ Preconceived Ideas of Teaching General Education Content through Task-Based Hybrid Instruction
Scenario
COVID-19 in My Context
Shifting from Traditional to New Ideas
Mitigating the Impact of Learning in Cyberland
Conclusion
References
Chapter 9: Learning to Surf the Pandemic Wave: Interventions for Wellbeing and Inner Peace in an EFL Practicum Course
Scenario
COVID-19 in Our Context
Cultivating Wellbeing and Inner Peace
Shifting from Traditional to New Ideas
Conclusions
References
Chapter 10: Leveraging Virtual Professional Development to Promote Computer Science Education for Multilingual Students
Scenario
COVID-19 in Our Context
Literature Review
Our Model of Language Teacher Professional Development
Effective Professional Development
Effective Professional Development for Virtual Learning
Shifting from Traditional to New Ideas
Design and Implementation of the Virtual Professional Development
Content of the Curriculum and Virtual Professional Development
Components of the Virtual Professional Development
Implementation of the Virtual Professional Development
Teacher Perspectives and Feedback
Overall Feedback Ranking Type Questions
Suggestions, Triumphs, and Challenges
How We Used Suggested Feedback Dynamically
Conclusion
Teacher Support and Community Building
Flexibility and Adaptability
Variety of Learning Activities
Acknowledgments
References
Part III: Leading and Management in English Language Teacher Education in Changing Times
Introduction
Reference
Chapter 11: Reaching Program Outcomes during Pandemic: English Language Teacher Professional Development in Uzbekistan
Scenario
COVID-19 in Our Context
Pre-COVID-19 Training-of-Trainers (TOT) Plan
Online Teacher Leader Preparation Reimagined
Shifting from Traditional to New Ideas
Post-Program Reflection on Pivoting to Virtual Spaces
Conclusion
Acknowledgment
References
Chapter 12: TESOL Programs in Flux
Scenarios
COVID-19 in Our Context
The Comprehensive Exam
The Practicum
Shifting from Traditional to New Ideas
Conclusion
References
Chapter 13: Steering the Ship While Staying the Course: New Directions for Supervised Teaching in MA TESOL Programs
Scenario
COVID-19 in Our Contexts
Shifting from Traditional to New Ideas
Applying the SAMR Model to Technology Decisions in TESOL Teacher Preparation
Case #1: Remote Student Teaching as Opportunity to Develop Technology Skills
Case #2: Remote Student Teaching Seminar
Case #3: Remote Supervision and Evaluation of Student Teaching
Case #4: Remote Placements for Pre-Student Teaching Fieldwork
Conclusion
References
Chapter 14: Unravelling the Quality Conundrum: Teacher Education Program Administration in the New Normal
Vignette
COVID-19 in My Context
General Overview
The In-Service Teacher Education Program in the SFL
Quality Assurance
Advantages
Disadvantages
The Conundrum
Shifting from Traditional to New Ideas
Hiring and Evaluation of Faculty
Teacher Education Program Development
Addressing Teacher Morale
Conclusion
References
Chapter 15: Worldwide TESOL Career Path Development: We Lift Each Other Up When We Fall
Scenario
When We Fell: COVID-19 in Our Context
COVID-19’s Impact on the Broader Educational Context
COVID-19’s Impact on TESOL Leaders in Our Context
How We Lifted Each Other Up: Shifting from Traditional to New Ideas
Our TESOL CPD PLN Framework
Leadership in English Language Teaching Associations as a Community of Practice
Research-Grounded Approach to Leading Volunteerism
Our TESOL CPD PLN Responsive Programming
Conclusion
Note
References
Coda: Addressing an Unpredictable Future
Index
