In Search of Innovation
Research on Effective Models of Foreign Language Teacher Preparation
Datos Bibliográficos
| ID | 8935955 |
|---|---|
| Autores | Christina Huhn (0000-0002-8252-2157, Indiana University of Pennsylvania, autor de correspondencia) |
| Año | 2012 |
| Volumen | 45 |
| Número | s1 |
| Fecha de publicación | 2012-05-08 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2012.01184.x |
| OpenAlex | W1964966801 |
| Idioma | EN |
| Citas recibidas | 15 |
| Referencias citadas | 31 |
Today's teachers must be more than transmitters of knowledge who orchestrate repetitive practice of decontextualized language forms with students: They need to infuse language instruction with meaning and purpose, design opportunities for interaction within and beyond the classroom, and provide responsive and useful assistance throughout the learning process. This review reveals a paucity of empirical research that provides evidence for models of foreign language teacher preparation with the potential to prepare teachers for this role. Despite this lack of research, this review illustrates how the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers (ACTFL, 2002) may be invoked as a viable framework for identifying the components of effective and innovative foreign language teacher preparation programs, presenting current programs that exemplify those components, and suggesting continued application of the standards and future research to further define features of model teacher preparation
Foreign language · Language education · Mathematics education · Meaning (existential · Pedagogy · Process (computing · Teacher education · Teacher Preparation · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Spanish and Portuguese Programs in Higher Education Institutions in the United States
Co-teaching
Pre-Service English Teachers’ Narrative Identity
Now as a teacher”
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
Enhancing instructor candidate oral proficiency through interdepartmental collaboration
Building a classroom discourse community in university Spanish courses
Learning to Teach a Foreign Language
Examining target language proficiency among in‐service K‐12 language teachers
Issues in world language teacher preparation
Facing reality
Effective Foreign Language Teaching
Oral Proficiency Standards and Foreign Language Teacher Candidates
From Praxis to Program Development
Survey of K‐12 world language program evaluation
Foreign Languages and Higher Education
Second Language Teacher Education
Second language teacher education
Creating a Culture for the Preparation of an ACTFL/NCATE Program Review
Scaffolding Collaborative Exchanges Between Expert and Novice Language Teachers in Threaded Discussions
How Foreign Language Teachers Get Taught
Toward a Second Language Socialization Perspective
Advanced Proficiency for Foreign Language Teacher Candidates
Oral Proficiency Testing in the Real World
Applied Literacy in Second Language Education
An Electronic Portfolio for the ACTFL/NCATE Teacher Program Standards in the Second Language Methods Course 1
How Foreign Language Teachers in Georgia Evaluate their Professional Preparation
Literary Discussions and Advanced Speaking Functions
Concerns of Teachers
| Obras citantes distintas | 15 |
|---|---|
| Citas por año | 1,15 |
| Intervalo de citas | 2013 - 2024 (12) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 13 |