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

Book Cover

Imprint

Contents

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

1 Prior studies on the professional development of primary EFL teachers

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

1.2 Primary EFL teachers’ English language proficiency

1.3 Primary EFL teachers’ methodological knowledge

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

3 Outlook: Future research on primary EFL teacher education

References

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

1 Introduction

2 Finding adequate terms

3 From projects and movements to consolidation

4 Supranational documents

5 Success

6 Research

6.1 Surveys

6.2 Selected research studies about young learners by categories

7 Challenges for EFFL, EFFL research and teacher education

7.1 Conceptualising Early Languages lessons as political education

7.2 Discarding the principle of the playful and natural approach

7.3 Higher expectations

7.4 Communicating research to pre-service and early career students

7.5 Speaking about A1

8 Conclusion

References

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

1 Introduction

2 The ‘Critical Period Hypothesis’

3 Results of selected research studies

3.1 Studies examining immigrant populations

3.2 Studies examining pre-school children

3.3 Studies examining school children

4 Discussion and conclusions

References

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

1 Introduction

2 English as a foreign language education in Germany

2.1 The German school system

2.2 The transition from primary to secondary school in Germany

2.3 English as a foreign language in primary and secondary education

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

3.1 The formal qualification of EFL teachers

3.2 Attitudes towards the innovation

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

4 Conclusion

References

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

1 Introduction

1.1 Research studies consulted

1.2 The power relations of education professionals with policy-makers

2 Language teacher education and qualifications world-wide

3 The challenges that policies offer for teacher education

4 Teacher training or continuous professional development?

5 Summary

References

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

1 Introduction

2 European convergence

3 Primary EFL teacher education provision in Europe

4 Towards quality in primary EFL teacher education

5 Conclusion

References

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

1 Introduction

2 PETE in Germany

3 Theory and practice in PETE

3.1 System, structure and standards of PETE

3.2 Competences in PETE

3.2.1 Explicit and implicit knowledge

3.2.2 Foreign language competence

3.2.3 Personal and professional development

3.3 Principles in PETE

3.3.1 Self-experience

3.3.2 Teaching videos

3.3.3 Exchange programmes

3.3.4 Product-oriented teaching

3.3.5 Portfolio

4 Summary

References

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

1 Introduction

2 Action research in teacher education

3 A study on action research and teacher learning

3.1 Action research in E-LINGO

3.2 Central research questions and methodology

3.3 Data examples

3.3.1 Understanding theory in practice

3.3.2 Becoming aware of teacher roles and responsibilities

3.3.3 Negotiating the concept of (action) research

3.3.4 Time and task management

4 Summary and concluding remarks

References

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

1 Introduction

2 Background

3 Literature review

3.1 Teacher research and action research

3.2 Children as co-researchers

4 Methodology

5 Findings

5.1 Changing views about teaching and learning

5.2 Understanding about research

5.3 Appreciating the learning community

5.4 Lasting change in practice

6 Discussion

7 Conclusion

References

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

1 Introduction

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

3 Phonics and phonics teaching

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

5 Conclusion

References

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

1 Situation at the outset: The professional EFL teacher

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

3 EFL teachers’ professionalism: Development of knowledge

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

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

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

4 Teacher learning

5 In lieu of a summary … further research

References

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)

1 Introduction

2 Research on teacher professional competence

2.1 General investigation in the field

2.2 Specific research on EFL teacher competence

2.3 Initial teacher education and professional competence

3 The PKE project

3.1 Central aims and research questions

3.2 Design and research model

3.3 Sample

3.4 Measurement instruments

3.4.1 Professional competence

3.4.2 Opportunities to learn

3.5 First findings

3.5.1 Opportunities to learn

3.5.2 Professional knowledge of EFL teachers

3.6 Discussion and outlook

4 Summary

References

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

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

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

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

4 Research design

5 Preliminary findings

6 Work-in-progress perspectives

References

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

1 Introduction

2 Theoretical framework

2.1 Teacher education in Germany

2.2 Primary EFL classroom discourse

3 Method

3.1 Design

3.2 Participants

3.3 Analysis

4 Initial findings

5 Summary

References