As well as continuing to add great back articles from past issues of the journal to our web site, we are beginning to put texts up that have never before appeared in the printed version. So appendices to printed articles will go up sometimes on the current issue page.
We are also starting a new section of brand new, ‘web only’ articles. These articles will not appear in the printed journal but only here. Reasons for putting articles here will include:
Our first is by George M Chinnery and called, “We caught the wave…We surfed the net…So where have we landed?”
It is packed with interesting reading leads on distance, distributed, blended and hybrid learning.
Our second is…. “When College Is Over: Continuing the Professional Development of Language Teachers” by Jersus José Colmenares López, USA/Venezuela.
It details a number of resources available to those interested in becoming better-informed language teaching professionals. Resources such as (a) participating in professional language teaching associations, (b) subscribing to journals, (c) participating in electronic discussion groups, (d) making use of on-line teaching and learning resources, (e) working on institutional committees charged with curriculum or materials development, (f) working collaboratively with experienced colleagues, and (g) doing action research.
In her article, in Volume 23 Number 1 pp13-14, entitled “A new role for trainees: increasing each other’s confidence in teaching practice”, Jane Blackwell refers to a feedback sheet that can encourage teacher trainees to be positive to each other in a group session. View and/or download this third article: the Positive Feedback Sheet.
‘Virtual teacher learning’ by Patricia Lauria and Susana Liruso is our fourth article. Both of them are from Argentina.
Our fifth article is a poem called ‘SCRAP ALL’ (posted June 2011).
It is a short, lyrical retort by Ross McCague to the growing trend to teach English for Academic purposes in North America through subject matter and themes, models, and explicit instruction. This, Ross feels, goes against the interactive model that allows for construction of language and discourse patterns through interaction and self-reflection. The text relates to Vygotsky’s model of an interlocutor helping direct and support a learner to use their own resources to construct knowledge.
Ross McCague is a teacher of ESL and a TESL trainer in Toronto, Ontario at Seneca College. You can email him at firstname.lastname@example.org.
Another poetic offering posted in June 2011 is our sixth article. It is by Francisco Gomes de Matos from Brazil and is called ‘TEACHER TRAINING IS WELL WORTH LIVING. IT HELPS US LEARN THE ART OF GIVING – Some rhymed reflections on teacher training.’
The author has been an EFL educator and (since 1993) also a peace linguist. For information on the latter direction of his professional career, Google ‘Learning to communicate peacefully’. He is currently President of the Board, Associacao Brasil, America, Recife, BRAZIL.
Our seventh: in the Autumn, 2012 issue (Volume 26 Number 3) on page 7 there is an article called ‘Tasks for teaching practice’ written by Kati Somogyi-Tóth. The piece is especially useful to those responsible for organising teaching practice in TEFL training institutes. The author outlines the use of a work book giving guidelines for teachers in training on how to write a portfolio. The work book includes observation task worksheets. The workbook itself was too long for the pages of the print journal so we are reproducing it here, with Kati’s blessing of course! We hope you find it useful!
Our eighth (posted March 2016): This article is the companion article mentioned in Alan Maleys’ piece ‘More research is needed’ – A mantra too far?’ published in The Teacher Trainer Volume 30 Number 1 page 5.
In volume 30 issue number 3, we have an article entitled, Can a mindfulness-based reflective framework promote more self-aware English language teaching? By Ya Chu Lee, UK.
Below are the full references for that article.
Akbari, R. (2007) ‘Reflection on reflection: a critical appraisal of reflective practices in L2 teacher education’, System, 35(2), pp. 192-207. DOI: 10.1016/j.system.2006.12.008.
Akbari, R. (2008) ‘Transforming lives: introducing critical pedagogy into ELT classrooms’, ELT Journal, 62(3), pp. 276-283. DOI: 10.1093/elt/ccn025.
Bailey, A. (2013) ‘Could mindfulness help teachers manage stress?’ The Guardian, 6 August. Available at: http://www.theguardian.com/teacher-network/teacher-blog/2013/aug/06/mindfulness-help-teachers-manage-stress?CMP=new_1194 (Accessed: June 2017).
Brescia, W.F.J., and Miller, M. T. (2006) ‘What’s it worth? The Perceived Benefits of Instructional Blogging’, Electronic Journal for the Integration of Technology in Education, 5, pp.44-52.
Brookfield, S. D. (1995) Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Brown, K. W. and Ryan, R. M. (2003) ‘The benefits of being present: Mindfulness and its role in psychological well-being’, Journal of Personality and Social Psychology, 84(4), pp. 822-848. DOI: 10.1037/0022-35220.127.116.112.
Brown, K. W., Ryan, R. M. and Creswell, J. D. (2007) ‘Target article: Mindfulness: Theoretical foundations and evidence for its salutary effects’, Psychological Inquiry, 18(4), pp. 211-237. DOI: 10.1080/10478400701598298.
Carmel-Gilfilen, C. (2012) ‘Uncovering pathways of design thinking and learning: inquiry on intellectual development and learning style preferences’, Journal of Interior Design, 37(3), pp. 47-66. DOI: 10.1111/j.1939-1668.2012.01077.
Dewey, J. (1933) How We Think: A restatement of the Relation of Reflective thinking to the Educative Process. Chicago: Henry Regnery.
Drabble, E. (2013) ‘How to teach…mindfulness’, The Guardian, 24 June. Available at: http://www.theguardian.com/education/teacher-blog/2013/jun/24/mindfulness-classroom-teaching-resource (Accessed: June 2017).
Grand Master Wei-Cheuh (2014) Turning the Dharma Wheel. Available at: http://www.chungtai.org.tw/turn/lecture/b064.htm (Accessed: June 2017).
Graves, K (2002) ‘Developing a reflective practice through disciplined collaboration’, The Language Teacher, 26(7), pp. 19-21.
Gün, B. (2011) ‘Quality self-reflection through reflection training’. ELT Journal, 65(2), April, pp. 126-135. DOI: 10.1093/elt/ccq040.
Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P. Lipka & T. M. Brinthaupt (Eds.), The role of self in teacher development (pp. 189-224). Albany, N.Y.: State University of New York Press.
Hatton, N. and Smith, D (1995) ‘Reflection in teacher education: Towards definition and implementation’, Teaching & teacher education, 11(1), pp. 33-49. DOI: 10.1016/0742-051X(94)00012-U.
Hellemans, J (2014) ‘An interview with a mindfulness trainer’ in The Teacher Trainer, 28(3), pp 19-20.
Hyacinth, Timi B. (2013) Reflection for specific purposes: the use of reflection by Nigerian English language teachers. PhD thesis, University of Warwick. Available at: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595756 (Accessed: June 2017).
Jarvis, J. (1992) ‘Using diaries for teacher reflection on in-service courses’, ELT Journal, 46(2), pp. 133-143. DOI: 10.1093/elt/46.2.133.
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., and Greenberg, M. T. (2013) ‘Improving classroom learning environments by cultivating awareness and resilience in education (CARE): results of a randomised controlled trial’. School Psychology Quarterly, 28(4), pp. 374-390. DOI: 10.1037/spq0000035.
Kabat-Zinn, J. (2003) ‘Mindfulness-based interventions in context: past, present, and future’, American psychological association, 10(2), pp. 114-156. DOI: 10.1093/clipsy/bpg016.
Khong, B. S. L (2009) ‘Expanding the understanding of mindfulness: seeing the tress and the forest’, The Humanistic Psychologist, 37, pp.117-136. DOI: 10.1080/08873260902892006.
Korthagen, F. A. J (2004) ‘In search of the essence of a good teacher: towards a more holistic approach in teacher education’, Teaching and teacher education, 20(1), pp. 77-97. DOI: 10.1016/j.tate.2003.10.002.
Lee, I. (2007) ‘Preparing pre-service English teachers for reflective practice’, ELT Journal, 61(4), pp. 321-329. DOI:10.1093/elt/ccm022.
Lipp, A. (2007) ‘Developing the reflexive dimension of reflection: a framework for debate’, International Journal of Multiple Research Approaches, 1(1), pp. 18-26.
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., Frank, J., Burke, C., Pinger, L., Soloway, G., Isberg, R., Sibinga, E., Grossman, L., and Saltzmann, A. (2012) ‘Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students’, Springer Science+Business Media. Available at: http://link.springer.com/article/10.1007%2Fs12671-012-0094-5#page-1 (Accessed: June 2017).
Miller, J. and Glassner, B. (2004) ‘The ‘inside’ and the ‘outside’: finding realities in interviews’, in Silverman, D. (ed.) Qualitative research-theory, method and practice. 2nd edn. London: SAGE, pp. 125-140.
Moon, J. A. (1999) Reflection in learning & professional development. USA & Canada: RoutledgeFalmer.
Malinowski, P. (2008). Mindfulness as psychological dimension: Concepts and applications. Irish Journal of Psychology, 29(1), 155-166.
Pintrich, P. R. (2002) ‘The role of metacognitive knowledge in learning, teaching, and assessing’, Theory Into Practice, 41(4), Autumn, pp. 219-225.
Saltzman, A. (2014) Mindfulness: A guide for teachers. Available at: http://www.contemplativemind.org/Mindfulness-A_Teachers_Guide.pdf (Accessed: June 2017).
Stanley, C. (1998) ‘A framework for teacher reflectivity’, TESOL Quarterly, 32(3), pp. 584-591.
Schön, D. A. (1983) The Reflective Practitioner: How professionals think in action. New York: Basic Books.
Soloway, G. (2011) Preparing teacher candidates for the present: Exploring the praxis of Mindfulness Training in Teacher Education. PhD thesis. University of Toronto. Available at: https://tspace.library.utoronto.ca/bitstream/1807/31943/11/Soloway_Geoffrey_B_201111_PhD_thesis.pdf (Accessed: June 2017).
Tarrant, P. (2013) Reflective practice and professional development. UK & USA: SAGE.
Thompson, S. and Thompson, N. (2008) The critically reflective practitioner. New York: Palgrave Macmillan.
Tripp, T. R. and Rich, P. J. (2012) ‘The influence of video analysis on the process of teacher change’, Teaching and teacher education, 28, pp. 728-739. DOI: 10.1016/j.tate.2012.01.011.
Williams, M. and Penman, D. (2011) Mindfulness: A practical guide to finding peace in a frantic world. UK: Piatkus.
Yang, S. H. (2009) ‘Using blogs to enhance critical reflection and community of practice’, Educational Technology & Society, 12(2), pp. 11-21.
'The Teacher Trainer' is a practical journal for those involved in modern language, especially TESOL, teacher training. Whether you are a...
read more »
Have a look at the list of sample subscribers »
The more subscribers there are the bigger and better we can make the journal... read more »