Teacher Development: Resources and Devices to Promote Reflective Attitudes toward Their Profession

Autor/inn/en	Schmidt, Maria Gabriela; Nagai, Noriko; Naganuma, Naoyuki; Birch, Gregory
Titel	Teacher Development: Resources and Devices to Promote Reflective Attitudes toward Their Profession
Quelle	In: Language Learning in Higher Education, 9 (2019) 2, S.445-457 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2019-0024
Schlagwörter	Guidelines; Rating Scales; Language Planning; Teaching Methods; English (Second Language); Second Language Learning; Language Tests; Lesson Plans; Foreign Countries; Educational Objectives; Secondary School Students; Guides; Student Evaluation; Self Evaluation (Individuals); Instructional Design; Workshops; Schemata (Cognition); Faculty Development; Professional Associations; Personal Autonomy; Usability; Educational Indicators; Second Language Instruction; Language Teachers; Teacher Attitudes; Reflection; Japan; Europe + Suchen Sie Ihr Suchwort? Richtlinien; Rating-Skala; Sprachwechsel; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Lesson planning; Unterrichtsplanung; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Sekundarschüler; Handbuch; Leitfaden; Schulnote; Studentische Bewertung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernwerkstatt; Schulung; Cognition; Schema; Kognition; Individuelle Autonomie; Educational indicato; Bildungsindikator; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Europa
Abstract	The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the "Can do" schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01