Cultural and Social Diversity in Language Teacher Education /

Cultural and Social Diversity in Language Teacher Education / Hanna Komorowska, Jaroslaw Krajka.

The book deals with the diversity of language teacher education, development and appraisal across social and cultural contexts. An overview of teacher development models, teacher competences and roles, stressors and motivators, teacher appraisal systems, certifications and digital training opportuni...

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Bibliographic Details
Online Access: Full Text (via EBSCO)
Main Authors: Komorowska, Hanna, Krajka, Jarosław (Author)
Format: eBook
Language:English
Published: Berlin : Peter Lang, [2021]
Series:Gdańsk studies in language ; v. 19.
Subjects:
Language teachers > Training of.
Table of Contents:
  • Cover
  • Contents
  • List of Abbreviations
  • Introduction
  • 1. The beginnings and growth of pre-service teacher education
  • 1.1. Language teachers before the emergence of formal teacher training
  • 1.2. The origin of teacher education paradigms: Pre-service teacher education before the 1990s
  • 1.2.1. Beginnings of formal teacher training
  • 1.2.2. Controversy over the status of teacher education
  • 1.2.3. Pitfalls of early teacher education programmes
  • 1.2.4. Organizational structure and content of teacher education before the 1990s.
  • 1.2.5. The influence of classroom research and curriculum studies on teacher education
  • 1.2.6. Paradigms in pre-service teacher education
  • 1.3. The period of innovation and change: Pre-service teacher education since the 1990s
  • 1.3.1. Theoretical underpinnings: The role of reflection
  • 1.3.2. The organization and practice of pre-service teacher education
  • 1.4. Between pre- and in-service education: Induction phase
  • 1.5. Cultural and social diversity in pre-service teacher education
  • 1.5.1. The length of study
  • 1.5.2. Location of teacher education programmes.
  • 1.5.3. Sharing good practice
  • 1.5.4. Similarities and differences
  • 1.5.5. Challenges
  • 1.5.6. Complexities of the context: The Polish example
  • 1.6. Concluding remarks
  • 2. Continuous teacher development toward professionalism
  • 2.1. Stabilization in the profession: In-service teacher education
  • 2.1.1. Paths of teacher development
  • 2.1.2. Content and target groups
  • 2.1.3. Organizational models of in-service teacher education
  • 2.1.4. Effectiveness of in-service teacher training
  • 2.2. Towards teacher professionalism through pre- and in-service training.
  • 2.2.1. Teaching as a professional activity
  • 2.2.2. Teacher professional competence and knowledge base
  • 2.3. Effective teaching skills
  • 2.3.1. Development of teacher expertise
  • 2.3.2. Novice vs expert teachers
  • 2.3.3. Approaches to teacher expertise in the twentieth century
  • 2.3.4. Approaches to teacher expertise in the twenty-first century
  • 2.3.5. Pitfalls of assessing teacher professionalism
  • 2.3.6. Competence-based approaches to effective teaching
  • 2.4. Effective teacher education institutions: Towards quality assurance in institutional contexts.
  • 2.4.1. The European policy on the quality of teacher education
  • 2.4.2. External evaluation of teacher training institutions
  • 2.4.3. Quality assurance at the institutional level: Tools and documents
  • 2.4.4. Quality assurance at the individual level: Tools and documents
  • 2.5. Effective teacher educators and mentors
  • 2.5.1. The European language policy on the quality of teacher educators
  • 2.5.2. Recruitment of teacher educators: Experts vs non-experts
  • 2.5.3. Efficient in-service teacher educators and mentors.

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