Teacher educators: proposing new professional development models within an English further education context

Eliahoo, Rebecca

doi:10.1080/19415257.2016.1178164

Cited by 7 publications

(6 citation statements)

References 38 publications

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“…This finding goes in line with Janzen (2008) , Khalid(2014), Perse et al (2015, Al-Qahtani (2015), Eliahoo(2017), Solheim (2017),The British Council (2018), Kelly (2018)and Meador(2018)who stressed the significance of providing the p rofessional needs for English majors, especially for the beginners of TP, identifying them in eight major professional needs as below: 1) English Proficiency, 2) Knowledge and Theoretical Background related to TP and TEFL, 3) Gaining and Developing Mental and Practical Skills related to TEFL and Quality of TP, 4) Curricular Guidance related to English Language, 5) Gaining Knowledge and practicing on feedback and evaluation, 6) Having Theoretical Background and Practicing on Class Discipline/ M anagement of TEFL,7) Knowledge Acquisition, Experience and Practicin g on Using Teaching Aids/Technology in TEFL. and finally 8) Values and Attitudes.…”

Section: Question No (5): To What Extent Are Third Year Student-teachers English Majors Satisfied/dissatisfied With Their Prescriptive Tpsupporting

confidence: 86%

“…Atlortom and Mehta (2017) indicated that, the MS Urban STEM Fellowship Program provided exemplary urban STEM teachers with the opportunity to engage in transformative instructional and leadership experiences that developed their TP. In her study, Eliahoo (2017) used mixed-methods study to identify the professional development needs of English language teachers' educators.…”

Section: Second: Studies Related To Teacher's Professional Development /Content Analysismentioning

confidence: 99%

“…The topics are meaningful for me as a S-T English major. However many educators indicated The significance of SS' participation in evaluating their courses{e.g., Per seet al (2015), Eliahoo (2017), Solheim (2017), the British Council World Wide (2018) and Kelly (2018).…”

Section: B) Construction and Administrationmentioning

confidence: 99%

“…She add ed that, teachers of English Language today need an integration between theo retical background and skills throughout the teachers' professional programs . Perse et al(2015), Eliahoo(2017), Solheim(2017), the British Coun cil World Wide (2018) and Kelly (2018) also pointed to the previous ideas stressing t he highimportance of the TPC in the professional preparation of Ss-Ts. On the ther hand, they stressed the significance of evaluating and developin g the professional English language teachers' programs in the light of their standa rds /needs of English language.…”

Section: Introduction and Context Of The Problemmentioning

confidence: 97%

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Evaluating the Teaching Practice Course for Students-Teachers English Majors in the Light of their Professional Needs and Satisfaction

El-Maleh

2021

المجلة التربوية لکلية التربية بسوهاج

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The present study aimed at evaluating the currentprescriptive Te aching Practice Course(TPC) in the light of the required professional nee ds of Student-Teachers(SS-Ts), third year, English majors at Al-Arish Faculty of Education. It also aimed at identifying their satisfaction with their TPC. To accompl ish these aims, five instruments were prepared and administered by t he researcher after verifying their validity and reliability. They contained the Professional Needs Checklist (PNC) for Ss Ts, the Content Analysis Card, (CAC)for t he prescriptive TPC, the Supervisors' Evaluation Questionnaire for the T PC, the Student-Teachers' Evaluation Questionnaire for their TPC and the Student-Teachers' Satisfaction Questionnaire with their TPC. The subjects of the study consisted of (77) participants. Findings of the study indicated eight basic professional needs with 40 sub-professional needs required for Ss-Ts. They also revealed the inefficiency and inappropriateness of the prescriptive TPC for meeting the Ss-Ts' required professional needs and dissatisfaction of Ss-Ts with their TPC. An overview for a proposed TPC was presented by th e researcher. Some recommendations and suggestions for further researche /studies were also introduced.

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Section: Question No (5): To What Extent Are Third Year Student-teachers English Majors Satisfied/dissatisfied With Their Prescriptive Tpsupporting

confidence: 86%

Section: Second: Studies Related To Teacher's Professional Development /Content Analysismentioning

confidence: 99%

Section: B) Construction and Administrationmentioning

confidence: 99%

Section: Introduction and Context Of The Problemmentioning

confidence: 97%

See 2 more Smart Citations

Evaluating the Teaching Practice Course for Students-Teachers English Majors in the Light of their Professional Needs and Satisfaction

El-Maleh

2021

المجلة التربوية لکلية التربية بسوهاج

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“…Según la Comisión Europea, la formación inicial docente es decisiva para alcanzar dos objetivos primordiales: A. Mejorar las prácticas de enseñanza que se ofrecen al alumnado y B. Atraer a los candidatos más idóneos a la profesión (European Commission, 2015). Es decir, si consideramos que la labor docente es clave para mejorar la calidad de las ulteriores enseñanzas de los futuros docentes, su formación también lo es, especialmente la inicial (Eliahoo, 2017), ya que con ella se asientan las bases de su capacidad docente (European Commission, 2015). Además, esta formación inicial no siempre está a la altura de las demandas de la escuela actual y, según algunos docentes, tampoco contribuye a aumentar el prestigio de la profesión (Bozu y Aránega, 2017).…”

Section: Presentación Y Justificación Del Problemaunclassified

La formación inicial de los profesionales de la Educación Infantil en Inglaterra, Francia y España

2020

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Resumen:Organismos internacionales consideran de gran importancia conseguir una óptima profesionalización de los docentes de Educación Infantil con el fin de garantizar una educación de calidad.El objetivo del presente estudio consiste en analizar la formación inicial de distintos profesionales que ejercen en la etapa de Educación Infantil en Inglaterra, Francia y España con el fin de constatar similitudes y diferencias en diversos aspectos, tales como el nivel de cualificación, requisitos de acceso a la formación, modalidades formativas, entre otras. Tras la utilización de la metodología comparada detectamos homogeneidad en exigir un nivel de cualificación inferior a los profesionales que ejercen en el segundo ciclo. Mientras que constatamos considerables diferencias en los requisitos exigidos para cursar la formación docente. Concluimos que, a pesar de los esfuerzos realizados en los últimos años para implantar sistemas de Educación Infantil integrados en una sola etapa, en absoluto se está generalizando este modelo a pesar de que toda la etapa esté regulada por el mismo Ministerio.

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Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

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Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, ‘What does the research literature tell us about the characteristics of research into professional learning across professions?’ We identified and synthesised primary research involving post‐qualification professionals' professional learning. We searched seven databases using terms such as ‘professional learning’, ‘professional development’ and ‘continuing education’ from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross‐professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in ‘style’ between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

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Teacher educators: proposing new professional development models within an English further education context

Cited by 7 publications

References 38 publications

Evaluating the Teaching Practice Course for Students-Teachers English Majors in the Light of their Professional Needs and Satisfaction

Evaluating the Teaching Practice Course for Students-Teachers English Majors in the Light of their Professional Needs and Satisfaction

La formación inicial de los profesionales de la Educación Infantil en Inglaterra, Francia y España

Characteristics of research into professional learning across professions: A mapping review

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