Although the practice-based approach is gaining popularity in teacher preparation programs, the Master of Arts in TESOL (MATESOL) world is only beginning to engage with it, especially at the tertiary/adult level. Grounded in sociocultural principles of learning, practice-based teacher education involves guiding teacher candidates through studying,…

To better prepare themselves for authentic teaching situations, pre- and in-service teachers should become familiarized with the application of curriculum-development theory in their training programs. The authors will detail how they have become more prepared to face the challenges of course development by outlining their own experience designing…

Based on the experiences of team teaching the course "English Teaching Methodology" to 2 classes of adult in-service teachers in a teacher training university in China for one year, this paper intends to discuss the background and the concept of the term team teaching, summarize the models of the team teaching, how the models of team…

This paper discusses how a TESOL teacher educator took reflective action in an ESL methods class with the goal of increasing pre-service and in-service teachers' use of cooperative learning (CL) activities in their own ESL classrooms. CL has been at the forefront of educational research and is a frequent topic in methodology textbooks, teacher…

Systems thinking plays a key role in producing the understanding of a big picture--a broader view of looking at the overall system needed to develop a learning community more effectively. Practical expectations to improve the functioning of Human systems, here teacher preparedness, on identifying possible interventions, relate at description and…

As a teacher educator in a large public university, the author's methods courses are frequently comprised of both pre- and in-service teachers who are, or will be, working with culturally, linguistically, and cognitively diverse (CLCD) early language learners. It is incumbent upon the author to equip them with skills, strategies, and a sound…

Dscribes the format and content of a three-quarter-long methods course taught to teaching assistants in the German Department of the University of California at Davis. This includes a preteaching orientation program, a year-long methods course, continuing supervision, and rotating teaching assignments. The benefits of this expanded course are…

Reviews trends in the preparation of foreign language graduate students as teaching assistants, and identifies such teaching-assistant development program elements as preservice workshops, methods courses, classroom observation, practice teaching, instructor visits, class videotaping, and peer assistance. (CB)

Discusses the components of a foreign language in the elementary school methods course in a state where K-12 certification in second languages is now mandated, describing course emphasis on integrated or content-based instruction, second-language acquisition, a practicum allowing participants to demonstrate innovative teaching techniques, and…

When designing a foreign language methods course, one important consideration should be the manner in which theory is connected with practical experiences, thus giving students an opportunity to use newly-gained knowledge in an actual classroom setting. Most children in Delaware's public schools are not exposed to foreign languages until they…

A review of the status and activities of foreign language instruction in Florida elementary schools discusses languages taught (primarily Spanish); state funding and school district programs; teacher certification; and preservice teacher education and methods courses. (CB)

This report describes successful programs abroad that use foreign languages in courses on foreign-language teaching methodology and that enable participants to experience first hand the language and culture of the language. (Contains six references.) (Author/LB)

Washington University's (Missouri) Department of Romance Languages and Literature requires its graduate teaching assistants to take a one-semester pedagogy course to ensure their competence and effectiveness as teaching assistants. The course features seminars in which goals, expectations, and learning theories are discussed and practice teaching…

This article describes changes being introduced in Norwegian colleges of education regarding the training of English teachers. Traditional divisions (phonetics, language, culture, literature, etc.) are being replaced by a theme-based approach, in which students are obliged to use English and are more actively engaged in the learning process. (IAH)

Describes an interactive English-as-foreign-language methodology course for elementary school teachers. The class used an input loop methodology, where the instructors in the methodology course model the technique they are teaching. (Author/VWL)