New Teachers: Developing Flexible Foreign Language Teachers. New Contents, New Teachers, New Publics. Reports of the Working Committees. Northeast Conference on the Teaching of Foreign Languages.

Sonst. Personen	Born, Warren C. (Hrsg.)
Institution	Northeast Conference on the Teaching of Foreign Languages, Inc., Middlebury, VT.
Titel	New Teachers: Developing Flexible Foreign Language Teachers. New Contents, New Teachers, New Publics. Reports of the Working Committees. Northeast Conference on the Teaching of Foreign Languages.
Quelle	(1978), (52 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Competency Based Teacher Education; Curriculum Development; Educational Trends; Elementary Secondary Education; Experiential Learning; Higher Education; Inservice Teacher Education; Language Attitudes; Language Instruction; Language Teachers; Preservice Teacher Education; School Community Relationship; Student Attitudes; Teacher Attitudes; Teacher Certification + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Sprachverhalten; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Lehrerverhalten
Abstract	The challenge to foreign language teachers at pre-secondary, secondary, and post-secondary levels is considered. Factors which affect the professional tasks of foreign language teachers are students' attitudes toward education and educational institutions, teachers' attitudes toward their jobs, and the public's demands for curricular change, quality education, and attention to special needs. The status of the profession is reviewed in relation to current trends in enrollment, post-secondary entrance and degree requirements, curriculum, certification, and emerging goals. Directions in the professional education of prospective foreign language educators and the status of the continuing education of experienced teachers are described with particular emphasis on the states that comprise the Northeast Conference on the Teaching of Foreign Languages. Broad-based academic and teaching-specialty preparation, broad-based experiential preparation, and competency-based teacher education approaches to the education of new and experienced language teachers are discussed. Appendices provide a Harvard University teaching fellow training model, a model assessment form of student participation and performance in a methods course, and examples of protocol modules. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC