English Language Teacher Education Program Research Articles

Narratives about Being and Becoming English Language Teachers in an ELT Education Program

This article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during the last semester of their undergraduate program. The study aims to understand the constructions related to being and becoming PELTs and the possible contributions that the English language teacher (ELT) education program provided to shape those identities. The narratives were reconstructed from two narrative frames written by the PELTs and their responses to a narrative interview. The results reveal how participants (re)signify their profession from their experiences in the program, the teaching practicum, and other settings. PELTs construct and consolidate their professional identity initially from a technical perspective. However, their experiences and the guidance of some teacher educators transformed their view of education into a more critical and informed perspective. In conclusion, professional identity could potentially be formed and changed based on the experiences provided throughout the PELTs’ education. Considering this, initial English teacher education programs should establish strategies that contribute to this end from the beginning of undergraduate studies.

Influence of Self-Assessment on the English Language Learning Process

Assessment is considered to be a reliable and valid means through which the effects of both teaching and learning can be measured. The lack of research studies in relation to self-assessment in the English Language Teacher Education Program (henceforth ELT Education Program) targeted in this study evidence that no policy determines how learners can self-assess their learning process. For that reason, we conducted this qualitative-descriptive case study that relies on principles of postmodern perspectives and constructivist theories that advocate the construction of learners' knowledge. The main objective was to determine how self-assessment influences the language learning process of a group of students from the ELT Education Program. To respond to this inquiry, we collected data through student reflective journals, focus group discussion commentaries, and an interview to analyze participants' reflections upon their English learning process. The results showed a positive response from students towards reflection. According to their comments, self-assessment evaluates more profound aspects of the self, such as autonomy, self-recognition, critical thinking, persistence, and self-efficacy. They also highlighted the role of reflective journals and focus group discussions as facilitators to self-evaluate deeply and promote collective reflection.

Student teachers’ knowledge production processes within socially just educational principles and practices in Brazil

ABSTRACT This article analyses how themes and problematisations concerning social justice presented in a pre-service English language teacher education programme in São Paulo, Brazil, resonate in student teachers’ knowledge production processes. To do so, the case study is presented in two parts. The first one examines the theoretical foundations and the organisation of two specific courses on language teaching methodology, courses whose epistemological approach aligns with decoloniality and narrative documentation of learning experiences. In the second part, essays produced by student teachers enrolled in these courses are analysed thematically to discuss evidence of how the course resonates on student teachers’ knowledge of more culturally sensitive and socially relevant educational principles and practices. This double-folded analysis reveals the transversality of social justice principles and practices in student teachers’ process of becoming English language teachers and language educators with a sense of belonging to all-embracing commitments of the profession.

Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility

ABSTRACT Professional pedagogical responsibility (PPR) for teachers does not only mean to meet deadlines or attend meetings, but also to be conscious of how their actions can contribute to challenging inequities in society. Thus, it is imperative that teachers of English embrace the responsibility of teaching English as a tool to promote social justice. This article reports on a qualitative study to understand how seven pre-service teachers developed a sense of PPR and to what extent participants’ discourse revealed a sense of social justice. Data were collected through a number of semi-structured interviews that required participants to reflect on different practicum experiences and expectations for their future work as teachers of English. The results demonstrated different degrees of PPR ranging from resistance to high levels of agency. These different degrees were shaped by personal drives such as preservice teachers’ motives for teaching English, but also by social and contextual factors such as expectations and requirements of the practicum. The outcomes also suggested that most preservice teachers were unaware of their role as change agents. The paper concludes with implications on how the integration of a social justice perspective in initial English language teacher education programmes can strengthen their professional responsibility.

Pre- and In-service Teachers’ Self-Efficacy Beliefs: A Case Study of an English Language Teacher Education Programme in Albania

This study explores self-efficacy beliefs of pre- and in-service teachers enrolled at an English language teacher (ELT) education programme in a non-public university in Albania. Self-efficacy was assessed overall and in three dimensions: the use of instructional strategies, student engagement, and classroom management. It also investigates possible relationships between experience in teaching and teacher efficacy beliefs. The 51 participants in the study are all students at the ELT education programme, who are at the same time either pre- or in-service teachers. The data were collected through a teacher efficacy questionnaire delivered via Google forms, and descriptive, comparative, and correlational analyses were performed. The results revealed high rates of the respondents’ overall efficacy perceptions in teaching efficacy and each of its three dimensions. No significant correlation was found between the participants’ teaching experience and their self-efficacy or between their teaching experience and self-efficacy dimensions. Despite limitations, the study has implications for the ELT teacher education programme and suggests future directions for research in the sources of and aspects that influence teacher efficacy beliefs.

Comparing English language teacher education programs in Turkey and Finland

The quality and qualifications of teachers reflect the quality of education and the success of students accordingly, and particular attention needs to be given to pre-service teacher training as it is the primary step towards professionalization. Keeping this point in mind, English language teacher education programs (ELTEPs) seem to be a worthwhile research area. There is an increasing number of studies addressing ELTEPs in Turkey. Yet, comparative data on Turkey’s ELTEPs and those of other countries remain relatively limited. Reasoning from the mentioned reasons, the study aims to analyze ELTEPs in Finland and Turkey based on five criteria; student selection, curriculum, practicum hours, graduation prerequisites and recruitment of teachers. Comparative in essence, the data were composed of documents indicating ELTEPs in both countries. For this qualitative research, basically, document analysis and content analysis were applied. As for the findings, one can count student selection, pre-service teaching practice and recruitment of teachers different from each other. More significantly, teachers in Finland are highly respected, trusted and have a high degree of autonomy in their work from the start of their profession. In the light of such comparative studies, Turkey needs to establish its unique model and enhance the quality of teacher education by taking the strengths of ELTEPs in different countries.

Learning to Teach

Microteaching is a learning activity from which preservice teachers (PSTs) learn to teach either individually, in pairs or in groups. Thanks to its merits, it has been widely used in teacher education. The paper investigates a specific case of four PSTs conducting microteaching in groups of three as an obligatory component of an English language teacher education programme in a leading higher education institution in Vietnam. Informed by activity theory within the sociocultural perspective, the paper elucidates the learning process of these four PSTs through reflection on their microteaching sessions in their third year to shed light on the application and development of teaching knowledge and skills, peer scaffolding, contradictions within the activity system of the PSTs and their teacher identity construction. The last aspect is considered the contribution of the current study to fulfill a research gap since identity construction through microteaching has rarely been studied before.

Pre-Service EFL Teachers’ Perceptions of Online Instructional Tools

This study carried out with the participation of 68 pre-service EFL teachers (PET) attending Turkish universities aims to investigate PETs’ perceptions as to the use of online instructional tools (OIT). This is a mixed-methods study; both quantitative and qualitative data have been collected. Data was gathered in the academic year of 2018-2019 through an online questionnaire developed by the researchers. The survey was comprised of three sections; (1) demographics, (2) the frequency of teacher educators’(TE) and PETs use of OITs in an English language teacher education program, (3) PETs’ intention of using OITs upon graduation. Two open-ended questions were also asked to find out what might motivate or discourage PETs from using OITs when they become teachers. Results indicate that TEs always use and PETs mostly plan to use videos and presentation tools when they start serving as teachers. However, TEs do not make use of MOOCs, online ELT courses, and blogs as much as expected. Similarly, PETs do not plan to integrate them into their teaching. The reasons underlying their choices are presented in the study.

Exploring academic literacy practices of graduate students in English language teacher education programmes at English‐medium universities in Turkey

AbstractWhile previous research has documented the challenges international students face during their graduate level study in U.S. universities (Casanave and Li, 2008), less is known about the graduate students at English‐medium universities, which are common in non‐English dominant (EFL) contexts. To address this gap in the literature, this exploratory research study investigates second language (L2) graduate students' academic literacy practices at English‐medium universities in Turkey. During one academic year, Turkish graduate students in English language education programmes at seven English‐medium universities were invited to participate in a survey regarding their academic literacy practices in English and Turkish. One hundred ten participants responded on the survey. In addition, a subset of participants was asked to participate in semi‐structured interviews. Graduate students stated that studying through the medium of English made it almost impossible to write in their L1 (i.e. Turkish). They, however, were asked to make parallel use of English and Turkish in some genres such as academic papers and conference abstracts. Based on the results, the study highlights the importance promoting academic biliteracy along with full‐bilingualism at graduate programmes in English‐medium universities.

Commodity, Immunity, and Struggle: (Re)visiting Senses of Community in ELT

This article comprises part of a broader doctoral research project that seeks to explore the senses of community of four English language pre-service teachers (ELPTs) of a public university in Bogotá, Colombia. This study used a relational methodology that introduces an interepistemic dialogue between mainstream research and the Indigenous Research Paradigm. The data collection process was carried out through five sessions jointly agreed upon and designed with the participants. The main data collection instruments were autobiographies, which were a joint construction, and transcripts of the sessions. The research results show that the university, the English language teacher education program (ELTEP) and the practicum, among others, are part of a constellation of communities of fear or communities that represent a challenge. It was concluded that it is possible to understand the constellation of fear through an alternative theoretical framework that includes community as commodity, as immunity, and as struggle. This study contributes to research trends that seek to privilege the research participants’ voices and offers a different way to approach communities in ELT.

Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers

AbstractThis article describes the professional identity formation of a group of pre‐service English as a foreign language student‐teachers at an initial English language teacher education program in Argentina. To this effect, a four‐year longitudinal study was designed drawing on the concept of funds of identity. Participants’ drawing of significant circles and interviews were used to document the main components of their funds of professional identity and the factors which informed their construction. In this paper, we specifically describe three student‐teachers’ funds of professional identity to exemplify three trends identified across the participants: (1) knowledge as a constant fund, (2) a shift from past to present and future funds, and (3) a shift from external to internal funds. Drawing on Esteban‐Guitart’s (2014) typology of funds of identity, this study puts forward a typology of funds of professional identity which incorporates three new funds, valuative, disciplinary, and anticipatory, to understand student‐teachers’ trajectories in language teacher education.

Evaluation of ELT Practicum Courses: Exploring the Perspectives of Student-teachers and Graduated Student Teachers

Practicum as a component of English language teacher education program has been welcomed by pre-service teacher education institutes. Despite the great emphasis laid on practicum by Farhangiyan University, it has not been evaluated comprehensively from the student teachers and graduated student teachers up to now. The main objective of the study was to explore the benefits and problems of the practicum program. To do so, a qualitative case study was employed. 25 informants were recruited using purposive sampling procedure. The data were collected through semi-structured interviews with student teachers and graduated student teachers. The interpretational and reflective analysis techniques were employed to analyze the data. The findings were content analyzed in terms of benefits/advantages and challenges of the practicum. They indicate that practicum courses make the student teachers ready for real teaching , help them learn about the realities of real teaching and overcome the negative attitudes and feelings about teaching profession. It was also found that practicum program needs revision in terms of evaluation, quality of placement schools, and cooperation between mentors, university educators and student teachers. Findings can be used by teacher training institutes, practicum mentors, schools, and EFL student teachers.

Preservice English Language Teacher Education in the Anthropocene

The new geological epoch, the Anthropocene reveals the negative impacts of human activities on the environment, which makes environmental education significant to deal with the negative effects of people on the environment and sustain the environment for the future of the world. As a branch of education, English language teaching (ELT) can contribute to environmental education in schools. For an effective environmental education in ELT, English language teachers should have enough knowledge on environmental issues and environmental awareness. One way for them to achieve this is preservice English language teacher education. The literature review indicated that any English language teacher education program (ELTEP) was not evaluated with an anthropocentric perspective. Therefore, the present study aimed to evaluate the new ELTEP of Turkey with an anthropocentric perspective. It was designed as a qualitative study. The data was collected from the new ELTEP of Turkey and was content analyzed. The findings of the study have shown that environmental education is integrated with the new ELTEP through community services and sustainable development and education courses. The findings of the study were discussed and suggestions for further studies were made.

Initial English language teacher education: the effects of a module on teacher research

ABSTRACT Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a self-contained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, ‘Research in English Language Teaching’, ran from March–November 2018. It was led by a teacher educator based in Argentina and a UK-based colleague who acted as an external academic advisor. Drawing on qualitative research, data collection strategies included: the tutor’s journal; student-teachers’ journals; assignments; research proposals; report drafts; presentations; group discussions; interactions between the tutors; and end-of-course interviews. The findings show that the module had a positive effect on student-teachers’ identity, their English language proficiency, and the role of reflection in feedback processes. The student-teachers appreciated teacher research as reflective practice and as a source of professional development.

Preparing Preservice English Language Teachers to Teach at Unprecedented Times: The Case of Turkey

COVID-19 has impacted education negatively to a certain extent by suspending schools and universities, ending face-to-face and practical education, and causing a rapid transition to distance education. These changes have led to several negative effects on teachers and students such as anxiety, stress, and depression, which demonstrates the importance of teacher preparedness to teach at unprecedented times such as COVID-19. Therefore, assessing and evaluating teacher preparedness has become significant. One way to do this is to evaluate teacher education programs with a new perspective developed considering the effects of COVID-19 on education. Therefore, the present study aimed to find out how teacher education programs can prepare teachers to teach at unprecedented times by focusing on the English language teacher education program (ELTEP) of Turkey. It was designed as a qualitative study in which the ELTEP of Turkey was used as the data collection tool. The collected data were content analyzed. The findings have shown that the ELTEP of Turkey can prepare preservice English language teachers to teach at unprecedented times through three psychological courses, five technology courses, and 21 pedagogical courses. The findings were discussed, and suggestions for further studies were made.

“It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English

Teachers’ use of the target language for instruction in the context of foreign language teaching has been identified as a key factor for learning. However, it has also been observed that teachers do not use the target language for reasons such as lack of proficiency in the second language (L2), lack of pedagogical content knowledge or confidence in that knowledge, doubt that their students will understand, and specific cultural practices. This article reports on a study that investigated the implementation of a university‐based classroom intervention centered on a practice‐based approach in an initial English language teacher education program in Chile. This intervention aimed at understanding how a group of preservice teachers learned how to enact strategies to facilitate L2 comprehensibility in English. Findings demonstrate that a practice‐based approach can provide effective opportunities for preservice teachers to develop pedagogical content knowledge and become more confident in using English more effectively in their lessons. Findings also reveal that preservice teachers struggled in this process; however, they tended to develop higher levels of reflection as they learned how to facilitate L2. The article concludes with a discussion about key reasons preservice teachers claimed for using the first language in English lessons.

Teacher Educators’ Funds of Knowledge for the Preparation of Future Teachers

The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators drew on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators’ funds of knowledge.

The Effect of Computer-Assisted Language Learning Project (CALLP) on Yemeni EFL Student Teachers’ Perceived TPACK Self-Efficacy

Though English Language Teacher Education Programs (ELTEPs) in Yemen offer two technology-related courses for EFL student teachers, they have not rendered a course for CALL as part of their curricula. Therefore, a pioneering initiative of Computer Assisted Language Learning Project (CALLP) was implemented to expose EFL student teachers to CALL concepts and skills. This quasi-experimental study aimed at examining the effect of CALLP on student teachers’ perceived self-efficacy using the EFL student teachers’ technological pedagogical content knowledge (TPACK)-for-EFL self-efficacy survey (known as TPACK-EFL). The study employed a one-group pre-test-post-test design and a mixed-method approach for collecting data from a sample of 400 EFL student teachers in four public universities across the country. The findings revealed that student teachers’ perceived TPACK self-efficacy significantly increased as a result of CALLP. Furthermore, the participants believed that the technology-related courses offered in their ELTEPs were not enough to prepare them well to use CALL in EFL instruction. Therefore, it was recommended that a CALL course should be integrated into ELTEPs to enhance student teachers’ CALL competency and to make them fit to harness CALL while teaching in the digital era.

Personal and Professional Readiness of In-service Teachers of English for Culturally Responsive Teaching

Purpose: The aim of this study was twofold. First, it investigated the extent to which in-service teachers of English were personally and professionally ready to carry out culturally responsive teaching (CRT). Second, it aimed to understand teachers’ perceptions of CRT. Research Method: This study was carried out in a sequential explanatory mixed methods design. Accordingly, first quantitative data were gathered in the first phase through administering CRT readiness scale. In the second phase, qualitative data were gathered through semi-structured interviews to gain detailed insights about their perceptions. A total number of 415 in-service teachers of English participated in the quantitative phase of the study, and 12 teachers participated in the semi-structured interviews. Findings: Quantitative findings showed significant differences between teachers' personal and professional readiness, novice and experienced teachers, and graduates of ELT departments and graduates of ELL and ACL departments. Qualitative findings showed that experience alone was a distinguishable factor for CRT and also underlined the necessity for and the importance of culture-oriented courses in undergraduate English language teacher education. Implications for Research and Practice: Accordingly, enriching undergraduate English language teacher education programs with culture-oriented courses is a need. Such courses should cover both theoretical and practical sides of multicultural education and CRT. There is also a need to provide more opportunities for teacher candidates to execute teaching practices in real and culturally diverse classrooms. Furthermore, the need for studies focusing on field-specific competencies and real classroom settings are also underlined.

INSIDE AN ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM IN VIETNAM: STUDENTS’ MOTIVATIONS FOR TEACHING AND THEIR INTENTIONS TO TEACH

Recent years have witnessed a decrease in both the number and quality of students enrolling in English Language Teacher Education (ELTE) programs. Those ELTE graduates also tend to pursue careers other than teaching. Given the great demand for English language learning at the moment, such low motivation for teaching is undesirable. This study was thus conducted to investigate motivations for teaching of senior students at a language teacher education institution in Vietnam as well as the correlations between these motivating factors and their intentions to teach. Data was collected from 114 senior students using questionnaires, and analyzed using SPSS (version 20.0). Findings from the study suggested that (a) participants displayed a positive prospect of pursuing teaching career; (b) prior teaching and learning experience, making social contribution, and shaping future of children/adolescents were the most influential factors while fallback career, job transferability, and time for family were the least endorsed ones; (c) although teaching is perceived to be part of a respected profession that requires expert knowledge and emotional devotion, teachers are generally underpaid; (d) significant relations were observed between intrinsic career value, satisfaction with choice, social utility values, perceived ability, and prior teaching and learning experience and intentions to teach.