Year 2014,
Volume: 10 Issue: 2, 0 - 28, 31.12.2014
Abstract
This article presents a framework for implementing classroom observations in English as a Foreign Language (EFL) teacher education. It is an effort to provide a comprehensive six step framework that aids EFL student-teachers (ST) in carrying out classroom observations independently, while simultaneously minimizing potential interpersonal conflicts with other participants involved. The aim of this paper is to provide ST and educators in EFL teacher education a workable framework for the independent implementation of classroom observations, allowing classrooms observations to make a more valuable contribution to overall professional growth.
References
- Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
- Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. London: Routledge.
- Fanselow, J. F. (1988). “Let’s see”: Contrasting conversations about teaching. TESOL Quarterly, 22(1), 113-130.
- Gebhard, J. G. (2009). The Practicum. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 250-258). Cambridge: Cambridge University Press.
- Johnson, K. E. (2009). Trends in second language teacher education. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 20-29). Cambridge: Cambridge University Press.
- Johnson, K. E. (2013, September). Becoming a teacher: Cognition, Emotion and Activity in learning to teach. Presented at the DGFF National Conference. Augsburg: Germany.
- Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-61.
- Malderez, A. (2009). Mentoring. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 259-268). Cambridge: Cambridge University Press.
- McKay, S. L. (2006). Researching second language classrooms. Mahwah, New Jersey: Lawrence Erlbaum.
- Richards, J .C. & Farrell, T. S. C. (2005). Professional development for language teachers. New York: Cambridge University Press.
- Spada, N. & Fröhlich, M. (1995). COLT – Communicative Orientation of Language Teaching Observation Scheme: Coding Conventions and Applications. Sydney: NCELTR, Macquarie University,
- Weyland, U. (2013, November). Förderung professionaler Unterrichtswahrnehmung als Aufgabe im Praxissemester. Presentation at Bielefeld School of Education Workshop. Bielefeld, Germany.
- Zacharias, N. T. (2012). Qualitative research methods for second language education. Newcastle
- upon Tyre: Cambridge Scholars.
- İngilizce öğretmen eğitiminde sınıf içi gözlemler için bir taslak önerisi
Year 2014,
Volume: 10 Issue: 2, 0 - 28, 31.12.2014
Abstract
References
- Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
- Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. London: Routledge.
- Fanselow, J. F. (1988). “Let’s see”: Contrasting conversations about teaching. TESOL Quarterly, 22(1), 113-130.
- Gebhard, J. G. (2009). The Practicum. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 250-258). Cambridge: Cambridge University Press.
- Johnson, K. E. (2009). Trends in second language teacher education. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 20-29). Cambridge: Cambridge University Press.
- Johnson, K. E. (2013, September). Becoming a teacher: Cognition, Emotion and Activity in learning to teach. Presented at the DGFF National Conference. Augsburg: Germany.
- Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-61.
- Malderez, A. (2009). Mentoring. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 259-268). Cambridge: Cambridge University Press.
- McKay, S. L. (2006). Researching second language classrooms. Mahwah, New Jersey: Lawrence Erlbaum.
- Richards, J .C. & Farrell, T. S. C. (2005). Professional development for language teachers. New York: Cambridge University Press.
- Spada, N. & Fröhlich, M. (1995). COLT – Communicative Orientation of Language Teaching Observation Scheme: Coding Conventions and Applications. Sydney: NCELTR, Macquarie University,
- Weyland, U. (2013, November). Förderung professionaler Unterrichtswahrnehmung als Aufgabe im Praxissemester. Presentation at Bielefeld School of Education Workshop. Bielefeld, Germany.
- Zacharias, N. T. (2012). Qualitative research methods for second language education. Newcastle
- upon Tyre: Cambridge Scholars.
- İngilizce öğretmen eğitiminde sınıf içi gözlemler için bir taslak önerisi
There are 15 citations in total.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | December 31, 2014 |
| Published in Issue | Year 2014 Volume: 10 Issue: 2 |