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"We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching ...
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Durham, Carmen. - : Digital Repository at the University of Maryland, 2020
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A Case-Based Tool Promoting Teacher’s Reflection on Intercultural Encounters
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In: Australian Journal of Teacher Education (2020)
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Enseñanza de lenguas basada en tareas ; Task-based language teachingPlanning a teacher training programme ; planificación de un programa de formación de profesores
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Abstract:
UIDB/04097/2020 UIDP/04097/2020 ; In terms of second language acquisition research, there are both theoretical grounds and empirical evidence to support a belief that Task-based language teaching (hereafter TBLT) is a pedagogical approach able to meet all the requirements for successful second language learning and acquisition, in a variety of contexts and among a range of learners. However, despite the clear psycholinguistic rational for TBLT as well as several empirical evidence supporting the choice of tasks as the basis for second language teaching and learning, there have been few attempts to adopt this kind of approach in institutional contexts. In this respect, a number of teacher factors have been found to challenge the adoption of TBLT, namely the fact that teachers inevitably bring their own beliefs and understandings about effective pedagogy with them into their own classrooms, or simply don’t know how to implement it. Given that language teacher education can have a significant impact in ensuring high quality language teaching, this paper offers an overview of a project that seeks to explore the necessity (and possibility) of challenging (and changing) teacher students’ prior methodological beliefs as a result of critical reflexion on TBLT, by using quantitative and qualitative data, and devising, implementing and evaluating a training course for preservice English teachers in Portuguese primary schools, that will take place at Nova University of Lisbon and University of Algarve. En lo que respecta a la investigación sobre la adquisición de segunda lenguas, existen fundamentos teóricos y evidencias empíricas que sustentan la creencia de que la enseñanza de idiomas basada en tareas (en lo sucesivo TBLT, del inglés Task-based language teaching) es un enfoque pedagógico capaz de satisfacer todos los requisitos para el éxito en el aprendizaje y la adquisición de una segunda lengua, en una gran variedad de contextos y entre una amplia gama de alumnos. Sin embargo, a pesar de existir una base psicolingüística sólida para el TBLT, así como varias pruebas empíricas que sustentan la elección de tareas como base para la enseñanza y el aprendizaje de una segunda lengua, ha habido pocos intentos de adoptar este tipo de abordaje en contextos institucionales. Sobre este punto, se ha comprobado que hay una serie de factores que dificultan la adopción del TBLT, en particular el hecho de que los docentes inevitablemente traen sus propias creencias y conocimientos sobre pedagogía para la clase o, simplemente, no saben cómo llevarlo a la práctica. Dado que la formación de profesores puede tener un impacto significativo en la obtención de una enseñanza de calidad, este trabajo presenta una visión general de un proyecto que pretende explorar la necesidad (y la posibilidad) de desafiar (y cambiar) las creencias metodológicas previas de los profesores como resultado de una reflexion crítica sobre el TBLT, mediante el uso de datos cuantitativos y cualitativos, y la elaboración, implementación y evaluación de un curso de formación de profesores de inglés en escuelas primarias portuguesas, que tendrá lugar en la Universidade Nova de Lisboa y en la Universidade do Algarve. ; publishersversion ; published
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Keyword:
Arts and Humanities(all); enseñanza de idiomas basada en tareas; formación de profesores; SDG 4 - Quality Education; Task-based language teaching; teacher education
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URL: https://doi.org/10.30827/reugra.v27i0.149
http://hdl.handle.net/10362/111240
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Theoretische Annahmen über Mehrsprachigkeit und Konsequenzen für schulbezogene Kontexte ...
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| 46 |
Theorien sprachlicher Bildung in der heterogenen Schule ...
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| 47 |
Artefacts and influence in curriculum policy enactment: Processes, products and policy work in curriculum reform
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In: Research outputs 2014 to 2021 (2020)
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| 48 |
Cultural Heritage and Methodological Approaches—An Analysis Through Initial Training of History Teachers (Spain–England)
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In: Sustainability ; Volume 12 ; Issue 3 (2020)
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| 49 |
Bringing Clarity to the Construct: A Content Analysis of Dispositions for Urban Teaching and Learning
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In: Early Childhood and Elementary Education Dissertations (2020)
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| 50 |
“Because I did what she told me to do.” Understanding the Identity Work of Elementary Students of Color in the Science Classroom and how a Teacher’s Positionality Impacts Student Learning
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In: Dissertations - ALL (2020)
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| 51 |
Digital Stories Students Tell: An Exploration of Doctoral SLA Students’ Beliefs about Storytelling and Educational Technology
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In: Graduate Theses and Dissertations (2020)
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Critical English foreign language teacher education in China
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| 54 |
Providing Trauma and Violence Informed Care to Preservice Teachers: A look into perceived behaviours and self-efficacy when working with children impacted by interpersonal and structural violence
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In: Electronic Thesis and Dissertation Repository (2020)
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| 56 |
Theoretische Annahmen über Mehrsprachigkeit und Konsequenzen für schulbezogene Kontexte
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| 57 |
Becoming a cosmopolitan teacher: Empirical and theoretical inquires
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In: Electronic Thesis and Dissertation Repository (2020)
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| 58 |
Information and Communication Technology (ICT) and English as a Foreign Language (EFL) pre-service teacher education in Vietnam
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Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 62, 2020, pags. 9-18 (2020)
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Are Pre-Service Foreign Language Teachers Ready for CLIL in Catalonia?: A Needs Analysis from Stakeholders’ Perspective
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 279-295 (2020)
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