Wilden / Porsch The professional development of primary EFL teachers

National and international research
1. Auflage 2017
ISBN: 978-3-8309-8424-5
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 224 Seiten

In this publication national and international researchers working in the field of English as a Foreign Language (EFL) education, applied linguistics and educational sciences are presenting their current research in the area of primary EFL teacher education. The starting point of this collection was the general shift in educational research towards the role of teachers as well as towards facets of the teaching profession and their relative contributions to successful and 'good' education. All contributions to this volume focus primarily on hitherto insufficiently researched as¬pects of the professional development of primary EFL teachers. This book is thus contributing to closing existing research gaps as well as giving impetus for future studies and increasing communication about research on the professional development of EFL teachers in related disciplines. Aside from an overview of teaching primary EFL in Europe and beyond, the contributors are presenting up-to-date research on policy and practice of primary EFL teacher education, in-service training as well as professional competences and beliefs of primary EFL teachers.
Edited by Eva Wilden and Raphaela Porsch, this interdisciplinary book provides contributions from Nora Benitt, Henriette Dausend, Ann-Cathrin Deters-Philipp, Janet Enever, Alicia Jöckel, Johannes König, Angelika Kubanek, Sandra Lammerding, Rama Mathew, Günter Nold, Annamaria Pinter, Thorsten Piske, Shelagh Rixon, Andreas Rohde, Henning Rossa, Bianca Roters, Sarah Strauß and Sarantis Tachtsoglou.

Autoren/Hrsg.

Wilden, Eva

Porsch, Raphaela

Inhaltsverzeichnis

1;Book Cover;1
1.1;Imprint;4
1.2;Contents;5
2;Researching the professional development of primary EFL teachers. An introduction (Eva Wilden and Raphaela Porsch);7
2.1;1 Prior studies on the professional development of primary EFL teachers;7
2.1.1;1.1 The provision of primary foreign language teacher education and formal qualification;9
2.1.2;1.2 Primary EFL teachers’ English language proficiency;12
2.1.3;1.3 Primary EFL teachers’ methodological knowledge;13
2.2;2 Studying the education, professional competencies and beliefs of primary EFL teachers – Structure of this book;14
2.3;3 Outlook: Future research on primary EFL teacher education;19
2.4;References;21
3;25 years of ‘new’ young learner classrooms. Insights and challenges for teacher education (Angelika Kubanek);27
3.1;1 Introduction;27
3.2;2 Finding adequate terms;27
3.3;3 From projects and movements to consolidation;29
3.4;4 Supranational documents;31
3.5;5 Success;31
3.6;6 Research;32
3.6.1;6.1 Surveys;32
3.6.2;6.2 Selected research studies about young learners by categories;33
3.7;7 Challenges for EFFL, EFFL research and teacher education;35
3.7.1;7.1 Conceptualising Early Languages lessons as political education;35
3.7.2;7.2 Discarding the principle of the playful and natural approach;36
3.7.3;7.3 Higher expectations;37
3.7.4;7.4 Communicating research to pre-service and early career students;37
3.7.5;7.5 Speaking about A1;39
3.8;8 Conclusion;40
3.9;References;40
4;The earlier, the better? Some critical remarks on current EFL teaching to young learners and their implications for foreign language teacher education (Thorsten Piske);45
4.1;1 Introduction;45
4.2;2 The ‘Critical Period Hypothesis’;45
4.3;3 Results of selected research studies;47
4.3.1;3.1 Studies examining immigrant populations;47
4.3.2;3.2 Studies examining pre-school children;49
4.3.3;3.3 Studies examining school children;50
4.4;4 Discussion and conclusions;51
4.5;References;54
5;The introduction of EFL in primary education in Germany. A view from implementation research (Raphaela Porsch and Eva Wilden);59
5.1;1 Introduction;59
5.2;2 English as a foreign language education in Germany;59
5.2.1;2.1 The German school system;60
5.2.2;2.2 The transition from primary to secondary school in Germany;60
5.2.3;2.3 English as a foreign language in primary and secondary education;61
5.3;3 EFL at primary schools as an ‘innovation’ in the educational system;61
5.3.1;3.1 The formal qualification of EFL teachers;63
5.3.2;3.2 Attitudes towards the innovation;67
5.3.3;3.3 Knowledge about teaching and learning in primary or secondary EFL classrooms;68
5.4;4 Conclusion;69
5.5;References;71
6;The role of early language learning teacher education in turning policy into practice (Shelagh Rixon);79
6.1;1 Introduction;79
6.1.1;1.1 Research studies consulted;79
6.1.2;1.2 The power relations of education professionals with policy-makers;81
6.2;2 Language teacher education and qualifications world-wide;83
6.3;3 The challenges that policies offer for teacher education;85
6.4;4 Teacher training or continuous professional development?;90
6.5;5 Summary;91
6.6;References;91
7;A passion for teaching, or the brightest and the best? Notions of quality in primary EFL teacher education (Janet Enever);95
7.1;1 Introduction;95
7.2;2 European convergence;95
7.3;3 Primary EFL teacher education provision in Europe;99
7.4;4 Towards quality in primary EFL teacher education;103
7.5;5 Conclusion;104
7.6;References;105
8;Theory and practice in primary English teacher education. A review of empirical research until 2015 (Henriette Dausend);109
8.1;1 Introduction;109
8.2;2 PETE in Germany;109
8.3;3 Theory and practice in PETE;111
8.3.1;3.1 System, structure and standards of PETE;111
8.3.2;3.2 Competences in PETE;113
8.3.2.1;3.2.1 Explicit and implicit knowledge;114
8.3.2.2;3.2.2 Foreign language competence;116
8.3.2.3;3.2.3 Personal and professional development;117
8.3.3;3.3 Principles in PETE;117
8.3.3.1;3.3.1 Self-experience;118
8.3.3.2;3.3.2 Teaching videos;119
8.3.3.3;3.3.3 Exchange programmes;120
8.3.3.4;3.3.4 Product-oriented teaching;121
8.3.3.5;3.3.5 Portfolio;122
8.4;4 Summary;122
8.4.1;References;123
9;Primary EFL teachers as researchers. Benefits and challenges (Nora Benitt);129
9.1;1 Introduction;129
9.2;2 Action research in teacher education;130
9.3;3 A study on action research and teacher learning;131
9.3.1;3.1 Action research in E-LINGO;132
9.3.2;3.2 Central research questions and methodology;133
9.3.3;3.3 Data examples;134
9.3.3.1;3.3.1 Understanding theory in practice;134
9.3.3.2;3.3.2 Becoming aware of teacher roles and responsibilities;135
9.3.3.3;3.3.3 Negotiating the concept of (action) research;136
9.3.3.4;3.3.4 Time and task management;136
9.4;4 Summary and concluding remarks;137
9.5;References;138
10;Teacher development opportunities in an action research project. Primary English teachers working with children as co-researchers in India (Annamaria Pinter and Rama Mathew);141
10.1;1 Introduction;141
10.2;2 Background;141
10.3;3 Literature review;142
10.3.1;3.1 Teacher research and action research;143
10.3.2;3.2 Children as co-researchers;145
10.4;4 Methodology;145
10.5;5 Findings;147
10.5.1;5.1 Changing views about teaching and learning;147
10.5.2;5.2 Understanding about research;148
10.5.3;5.3 Appreciating the learning community;148
10.5.4;5.4 Lasting change in practice;149
10.6;6 Discussion;149
10.7;7 Conclusion;150
10.8;References;151
11;Beginning reading and writing in primary EFL classes. The potential of phonics in primary EFL teaching (Alicia Jöckel);153
11.1;1 Introduction;153
11.2;2 Role of the written skills in primary EFL teaching and learning;154
11.3;3 Phonics and phonics teaching;156
11.4;4 Using phonics in primary EFL teaching – A case study in Bremen;158
11.5;5 Conclusion;161
11.6;References;162
12;(Primary) EFL teachers’ professional knowledge. Theoretical assumptions and empirical findings (Bianca Roters);167
12.1;1 Situation at the outset: The professional EFL teacher;167
12.2;2 Facets of professionalism and professionalization: Why EFL teachers become teachers;168
12.3;3 EFL teachers’ professionalism: Development of knowledge;169
12.3.1;3.1 Pre-service EFL teachers’ knowledge from an empirical perspective;172
12.3.2;3.2 Developing a personal, professional stance in teaching – Professional knowledge;173
12.3.3;3.3 EFL teachers’ personal practical knowledge and beliefs – An empirical perspective;174
12.4;4 Teacher learning;176
12.5;5 In lieu of a summary … further research;177
12.6;References;178
13;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);181
13.1;1 Introduction;181
13.2;2 Research on teacher professional competence;182
13.2.1;2.1 General investigation in the field;182
13.2.2;2.2 Specific research on EFL teacher competence;183
13.2.3;2.3 Initial teacher education and professional competence;183
13.3;3 The PKE project;184
13.3.1;3.1 Central aims and research questions;184
13.3.2;3.2 Design and research model;185
13.3.3;3.3 Sample;186
13.3.4;3.4 Measurement instruments;187
13.3.4.1;3.4.1 Professional competence;187
13.3.4.2;3.4.2 Opportunities to learn;188
13.3.5;3.5 First findings;190
13.3.5.1;3.5.1 Opportunities to learn;190
13.3.5.2;3.5.2 Professional knowledge of EFL teachers;191
13.3.6;3.6 Discussion and outlook;192
13.4;4 Summary;193
13.5;References;193
14;You teach what you believe in. BELT – Beliefs about Effective Language Teaching (Henning Rossa);197
14.1;1 Introduction: The relevance of beliefs for research on teacher education and professional development;197
14.2;2 The conceptual framework: Beliefs and the knowledge base for effective language teaching;198
14.3;3 BELT (Beliefs about Effective Language Teaching): Research questions;200
14.4;4 Research design;201
14.5;5 Preliminary findings;203
14.6;6 Work-in-progress perspectives;205
14.7;References;206
15;Teacher language in German EFL classrooms at primary level. An interview study (Ann-Cathrin Deters-Philipp);209
15.1;1 Introduction;209
15.2;2 Theoretical framework;210
15.2.1;2.1 Teacher education in Germany;211
15.2.2;2.2 Primary EFL classroom discourse;212
15.3;3 Method;215
15.3.1;3.1 Design;215
15.3.2;3.2 Participants;216
15.3.3;3.3 Analysis;217
15.4;4 Initial findings;217
15.5;5 Summary;219
15.6;References;220