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The professional development of primary EFL teachers - National and international research

von: Eva Wilden, Raphaela Porsch

Waxmann Verlag GmbH, 2017

ISBN: 9783830984245 , 224 Seiten

Format: PDF, OL

Kopierschutz: frei

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The professional development of primary EFL teachers - National and international research


 

Book Cover

1

Imprint

4

Contents

5

Researching the professional development of primary EFL teachers. An introduction (Eva Wilden and Raphaela Porsch)

7

1 Prior studies on the professional development of primary EFL teachers

7

1.1 The provision of primary foreign language teacher education and formal qualification

9

1.2 Primary EFL teachers’ English language proficiency

12

1.3 Primary EFL teachers’ methodological knowledge

13

2 Studying the education, professional competencies and beliefs of primary EFL teachers – Structure of this book

14

3 Outlook: Future research on primary EFL teacher education

19

References

21

25 years of ‘new’ young learner classrooms. Insights and challenges for teacher education (Angelika Kubanek)

27

1 Introduction

27

2 Finding adequate terms

27

3 From projects and movements to consolidation

29

4 Supranational documents

31

5 Success

31

6 Research

32

6.1 Surveys

32

6.2 Selected research studies about young learners by categories

33

7 Challenges for EFFL, EFFL research and teacher education

35

7.1 Conceptualising Early Languages lessons as political education

35

7.2 Discarding the principle of the playful and natural approach

36

7.3 Higher expectations

37

7.4 Communicating research to pre-service and early career students

37

7.5 Speaking about A1

39

8 Conclusion

40

References

40

The earlier, the better? Some critical remarks on current EFL teaching to young learners and their implications for foreign language teacher education (Thorsten Piske)

45

1 Introduction

45

2 The ‘Critical Period Hypothesis’

45

3 Results of selected research studies

47

3.1 Studies examining immigrant populations

47

3.2 Studies examining pre-school children

49

3.3 Studies examining school children

50

4 Discussion and conclusions

51

References

54

The introduction of EFL in primary education in Germany. A view from implementation research (Raphaela Porsch and Eva Wilden)

59

1 Introduction

59

2 English as a foreign language education in Germany

59

2.1 The German school system

60

2.2 The transition from primary to secondary school in Germany

60

2.3 English as a foreign language in primary and secondary education

61

3 EFL at primary schools as an ‘innovation’ in the educational system

61

3.1 The formal qualification of EFL teachers

63

3.2 Attitudes towards the innovation

67

3.3 Knowledge about teaching and learning in primary or secondary EFL classrooms

68

4 Conclusion

69

References

71

The role of early language learning teacher education in turning policy into practice (Shelagh Rixon)

79

1 Introduction

79

1.1 Research studies consulted

79

1.2 The power relations of education professionals with policy-makers

81

2 Language teacher education and qualifications world-wide

83

3 The challenges that policies offer for teacher education

85

4 Teacher training or continuous professional development?

90

5 Summary

91

References

91

A passion for teaching, or the brightest and the best? Notions of quality in primary EFL teacher education (Janet Enever)

95

1 Introduction

95

2 European convergence

95

3 Primary EFL teacher education provision in Europe

99

4 Towards quality in primary EFL teacher education

103

5 Conclusion

104

References

105

Theory and practice in primary English teacher education. A review of empirical research until 2015 (Henriette Dausend)

109

1 Introduction

109

2 PETE in Germany

109

3 Theory and practice in PETE

111

3.1 System, structure and standards of PETE

111

3.2 Competences in PETE

113

3.2.1 Explicit and implicit knowledge

114

3.2.2 Foreign language competence

116

3.2.3 Personal and professional development

117

3.3 Principles in PETE

117

3.3.1 Self-experience

118

3.3.2 Teaching videos

119

3.3.3 Exchange programmes

120

3.3.4 Product-oriented teaching

121

3.3.5 Portfolio

122

4 Summary

122

References

123

Primary EFL teachers as researchers. Benefits and challenges (Nora Benitt)

129

1 Introduction

129

2 Action research in teacher education

130

3 A study on action research and teacher learning

131

3.1 Action research in E-LINGO

132

3.2 Central research questions and methodology

133

3.3 Data examples

134

3.3.1 Understanding theory in practice

134

3.3.2 Becoming aware of teacher roles and responsibilities

135

3.3.3 Negotiating the concept of (action) research

136

3.3.4 Time and task management

136

4 Summary and concluding remarks

137

References

138

Teacher development opportunities in an action research project. Primary English teachers working with children as co-researchers in India (Annamaria Pinter and Rama Mathew)

141

1 Introduction

141

2 Background

141

3 Literature review

142

3.1 Teacher research and action research

143

3.2 Children as co-researchers

145

4 Methodology

145

5 Findings

147

5.1 Changing views about teaching and learning

147

5.2 Understanding about research

148

5.3 Appreciating the learning community

148

5.4 Lasting change in practice

149

6 Discussion

149

7 Conclusion

150

References

151

Beginning reading and writing in primary EFL classes. The potential of phonics in primary EFL teaching (Alicia Jöckel)

153

1 Introduction

153

2 Role of the written skills in primary EFL teaching and learning

154

3 Phonics and phonics teaching

156

4 Using phonics in primary EFL teaching – A case study in Bremen

158

5 Conclusion

161

References

162

(Primary) EFL teachers’ professional knowledge. Theoretical assumptions and empirical findings (Bianca Roters)

167

1 Situation at the outset: The professional EFL teacher

167

2 Facets of professionalism and professionalization: Why EFL teachers become teachers

168

3 EFL teachers’ professionalism: Development of knowledge

169

3.1 Pre-service EFL teachers’ knowledge from an empirical perspective

172

3.2 Developing a personal, professional stance in teaching – Professional knowledge

173

3.3 EFL teachers’ personal practical knowledge and beliefs – An empirical perspective

174

4 Teacher learning

176

5 In lieu of a summary … further research

177

References

178

Teacher education and professional competence of EFL teachers. Evidence from the PKE project (Johannes König, Sandra Lammerding, Günter Nold, Andreas Rohde, Sarah Strauß and Sarantis Tachtsoglou)

181

1 Introduction

181

2 Research on teacher professional competence

182

2.1 General investigation in the field

182

2.2 Specific research on EFL teacher competence

183

2.3 Initial teacher education and professional competence

183

3 The PKE project

184

3.1 Central aims and research questions

184

3.2 Design and research model

185

3.3 Sample

186

3.4 Measurement instruments

187

3.4.1 Professional competence

187

3.4.2 Opportunities to learn

188

3.5 First findings

190

3.5.1 Opportunities to learn

190

3.5.2 Professional knowledge of EFL teachers

191

3.6 Discussion and outlook

192

4 Summary

193

References

193

You teach what you believe in. BELT – Beliefs about Effective Language Teaching (Henning Rossa)

197

1 Introduction: The relevance of beliefs for research on teacher education and professional development

197

2 The conceptual framework: Beliefs and the knowledge base for effective language teaching

198

3 BELT (Beliefs about Effective Language Teaching): Research questions

200

4 Research design

201

5 Preliminary findings

203

6 Work-in-progress perspectives

205

References

206

Teacher language in German EFL classrooms at primary level. An interview study (Ann-Cathrin Deters-Philipp)

209

1 Introduction

209

2 Theoretical framework

210

2.1 Teacher education in Germany

211

2.2 Primary EFL classroom discourse

212

3 Method

215

3.1 Design

215

3.2 Participants

216

3.3 Analysis

217

4 Initial findings

217

5 Summary

219

References

220