Facing reality
A survey of methods instructors’ perspectives on world language teacher development
Bibliographic Data
| ID | 8937848 |
|---|---|
| Authors | Paul A García (0000-0001-5644-7846, University of Kansas, corresponding author), Kelly Moser (0000-0002-4063-2948, Mississippi State University), Patricia Davis‐Wiley (0000-0001-5820-7344, The University of Tennessee) |
| Year | 2019 |
| Volume | 52 |
| Issue | 1 |
| Pages | 165-183 |
| Publication date | 2019-02-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12373 |
| OpenAlex | W2916226482 |
| Language | EN |
| Citations received | 10 |
| References cited | 36 |
This study reports the findings of a national survey on PreK–12 world language teacher development (WLTD), and was conducted in order to assist the profession as simultaneously it confronts the intersecting challenges of a nationwide world language (WL) teacher shortage, strives to meet new teacher preparation standards, and ensures the future of language teaching and learning in American schools. The 164 methods instructors (MIs) described the contexts in which they address pre‐service candidates' needs and aspirations, and shared their opinions on the current status of WLTD, the perceived impediments to promoting its well‐being, and the structures that are necessary to guarantee success in providing superior teachers for tomorrow's language learners. Implications for the profession are explored
Economic shortage · Language assessment · Language education · Language teacher · Linguistics · Mathematics education · Pedagogy · Sociology · Teacher education · Teacher Preparation · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Teacher Education and Leadership Studies
“ They is me!”
Professional Development in Collaborative Online Spaces
Preservice Spanish teachers analyze a nonexemplary lesson
The control, content, and consequences of edTPA
Closing the pre and in‐service gap
Who considers becoming a world language teacher? Comparing students who would with those who won't
A survey of world language cooperating teachers
Recruitment and retention of world language teacher education majors
The World Languages Professional Life Survey
The relationship between proficiency‐based instruction and student oral proficiency
A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.
Second Language Teacher Education
Creating a Culture for the Preparation of an ACTFL/NCATE Program Review
Communicative Learning Outcomes and World Language edTPA
How Foreign Language Teachers Get Taught
Reaction
Teachers’ Oral Proficiency in the Target Language
Report of the President's Commission on Foreign Language and International Studies
America's languages
World Language Teacher Candidate Performance on edTPA
The Roles of the University Supervisor
Oral Proficiency Standards and Foreign Language Teacher Candidates
The Overwhelmed Generation and Foreign Language Teacher Preparation
Grand challenges and great potential in foreign language teaching and learning
From Praxis to Program Development
Behaviors and Attitudes of Effective Foreign Language Teachers
Foreign Language Student Teaching
How Foreign Language Teachers in Georgia Evaluate their Professional Preparation
Standards for Foreign Language Learning
Strengthening Foreign Language Teacher Preparation Through Teacher‐Supervisor Exchange
In Search of Innovation
Preservice and Inservice Teacher Education in the Nineties
New Assumptions For Teacher Education
How Teacher Education Matters
On being and becoming a foreign language teacher
Secondary Teachers' Language Usage
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,43 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |