Suchergebnisse

Testimony issued by the General Accounting Office with an abstract that begins "In 1998, the Congress amended the Higher Education Act (HEA) to enhance the quality of teaching in the classroom by improving training programs for prospective teachers and the qualifications of current teachers. This testimony focuses on two components of the legislation: one that provides grants and another, called the "accountability provisions," that requires collecting and reporting information on the quality of all teacher training programs and qualifications of current teachers. The Subcommittee asked that we provide information on (1) activities grantees supported and what results are associated with these activities and (2) whether the information collected under the accountability provisions provides the basis to assess the quality of teacher training programs and the qualifications of current teachers."

Graduate and undergraduate university programs preparing teachers of blind and visually handicapped children were surveyed. Predicted effects of reduced federal funding are reported.

Pro-ELT is a blended teacher training course. The aim of Pro-ELT is to strengthen English teaching and learning through a blended training approach that includes; quality face to face delivery, supported distance learning and integrated proficiency and methodology training. It delivers quality language teaching and teacher development courses to Malaysian primary and secondary school teachers working in Malaysian government schools in order to develop their English language proficiency and teaching knowledge and skills. Language skills and system are undoubtedly the basic components of each teacher training program, but there is a fact that for a huge number of non-native language teachers who teach at school levels, improving their own language proficiency and command of English is their own personal objective and top priority in their professional development. This presentation shows the Pro-ELT model of teacher training program and shows how teachers will be able to achieve their professional development goals.

This article presents a study undertaken to evaluate how effectively an English as a Foreign Language (EFL) training program helps Japanese EFL teacher trainees prepare for their future positions. Data were collected via both interviews and surveys. Interviews were first conducted with Japanese teacher trainees enrolled in the program to identify concerns related to their EFL learning and teacher training. Since the interviews revealed potential areas for a new direction in the EFL curricula, surveys were later conducted to focus on the teacher trainees' perceptions of Japan's diversity. This article discusses the findings from interviews and surveys, and offers recommendations for further improvement to the Japanese EFL program.