Prof-Teaching: An English-Medium Instruction Professional Development Program with a Digital, Linguistic and Pedagogical Approach

Autor/inn/en	Morell, Teresa; Aleson-Carbonell, Marian; Escabias-Lloret, Pilar
Titel	Prof-Teaching: An English-Medium Instruction Professional Development Program with a Digital, Linguistic and Pedagogical Approach
Quelle	In: Innovation in Language Learning and Teaching, 16 (2022) 4-5, S.392-411 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morell, Teresa) ORCID (Aleson-Carbonell, Marian) ORCID (Escabias-Lloret, Pilar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2052298
Schlagwörter	Language of Instruction; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Teaching Experience; Course Evaluation; Quality Assurance; Needs Assessment; Faculty Development; College Faculty; Teacher Collaboration; Foreign Countries; Mentors; Language Proficiency; Technological Literacy; Pedagogical Content Knowledge; Teacher Surveys; Spain + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Qualitätssicherung; Bedarfsermittlung; Fakultät; Lehrerkooperation; Ausland; Language skill; Language skills; Sprachkompetenz; Technisches Wissen; Pädagogische Kompetenz; Spanien
Abstract	Purpose: The purpose of this study is to present Prof-teaching, an Englishmedium instruction (EMI) lecturer training program at the University of Alicante (UA) and to determine if it meets the needs of the institution's current and prospective EMI lecturers. Design/methodology/approach: In this case study, the EMI lecturer professional development program is described along with the surveys and course evaluations carried out to assess its effectiveness. The description focuses on the UA context, the key factors that promoted Prof-teaching, as well as the objectives and components of its three modules. Course participants' teaching experiences, needs and challenges are compared together with their course evaluations, which consisted of quality assurance questionnaires for each module. Findings and originality/value: The findings not only provide evidence of the program's benefits, but also highlight the importance of collaborative efforts among diverse university units to implement EMI training initiatives, as well as to conduct periodic needs analysis and quality evaluations. An interesting result was that experienced EMI lecturers claimed that pedagogical training was more important than developing linguistic competence. It is recommended that programs provide lecturers with support technology and mentoring schemes with previously trained EMI content lecturers who already have experience teaching their subjects in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01