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Moving beyond the Formal: Developing Significant Networks and Conversations in Higher Education: Reflections from an Interdisciplinary European Project Team
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Gary Beauchamp; Sammy Chapman; Angelica Risquez; Susan Becaas; Cheryl Ellis; Michaël Empsen; Fiona Farr; Laüra Hoskins; Wouter Hustinx; Liam Murray; Steven Palmaers; Sinead Spain; Natalia Timus; Melanie White; Shona Whyte; Nick Young – Teaching in Higher Education, 2024
Conversations and networks are essential for transforming academics' teaching practices as learning experiences (Palmer 1993). Yet, there has been little research reporting academics' informal conversations about teaching (Thomson and Trigwell 2018). Teachers will generally access small significant networks (Becher and Trowler 2001) for nuanced…
Descriptors: Foreign Countries, Networks, College Faculty, Teacher Attitudes
A Comparative Review of the Literature on Pakistani Science Teachers' Professional Development
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Qureshi, Azhar M.; Demir, Kadir – Science Education International, 2019
Pakistan, like many other countries of the world, has continually been criticized for its unproductive professional development (PD) policies and practices for teachers due to low student achievement in science disciplines. A good portion of science teachers (62%) in Pakistan was found to be uncomfortable in teaching the scientific concepts…
Descriptors: Foreign Countries, Science Teachers, Faculty Development, Teacher Competencies
Professional Formation and the Final Thesis in European Teacher Education: A Fusion of Academic and Professional Orientation
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Råde, Anders – Education Inquiry, 2019
This paper deals with possibilities and difficulties involved in the integration of academic and professional goals in two final thesis models in European teacher education, the thesis model and the portfolio model. The methodology used is a review of relevant research articles. The thesis model was identified in 19 articles and the portfolio…
Descriptors: Foreign Countries, Teacher Education Programs, Journal Articles, Goal Orientation
Developing a Framework of CPD for the Context of Foreign Language Teaching
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Oesterle, Mareike; Schwab, Götz – Research-publishing.net, 2022
This chapter illustrates how Continuing Professional Development (CPD) can be put into practice in the context of foreign language teacher education. After outlining the overall structure of the CPD framework developed in the proPIC project, five sessions are introduced in detail. They include: (1) Session 1: What is CPD?; (2) Session 2: CPD as…
Descriptors: Second Language Learning, Second Language Instruction, Faculty Development, Language Teachers
Exploring the Potential of the European Portfolio for Student Teachers of Languages (EPOSTL) as a Reflective Tool in Initial Primary Teacher Education
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Ní Dhiorbháin, Aisling – Irish Educational Studies, 2019
Although primary teachers in the Republic of Ireland are generalist teachers, language teaching of both Irish and English, as well as the development of literacy skills across the curriculum is an integral part of their daily professional practice. This paper presents an analysis of the European Portfolio for Student Teachers of Languages (EPOSTL)…
Descriptors: Student Teachers, Language Teachers, Reflective Teaching, Teacher Education
Future-Proof CALL: Language Learning as Exploration and Encounters. Short Papers from EUROCALL 2018 (26th, Jyväskylä, Finland, 2018)
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Taalas, Peppi, Ed.; Jalkanen, Juha, Ed.; Bradley, Linda, Ed.; Thouësny, Sylvie, Ed. – Research-publishing.net, 2018
The 26th European Association of Computer-Assisted Language Learning (EUROCALL) conference was organised by the University of Jyväskylä (JYU) Language Campus and specifically the Language Centre, in Jyväskylä, Finland. The theme of this year's conference was "Future-proof CALL: language learning as exploration and encounters," which…
Descriptors: Computer Assisted Instruction, Second Language Learning, Second Language Instruction, Foreign Countries