The ESL Teacher Institute: Its Impact and Future.

Autor/inn/en	Alamprese, Judy; und weitere
Institution	Association of California School Administrators, Sacramento. Foundation for Educational Administration.
Titel	The ESL Teacher Institute: Its Impact and Future.
Quelle	(1988), (117 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Beginning Teachers; Competency Based Education; English (Second Language); Evaluation Methods; Inservice Teacher Education; Language Teachers; Program Descriptions; Program Effectiveness; Program Evaluation; Staff Development; Teaching Methods; Workshops + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Junior teacher; Junglehrer; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerfortbildung; Language teacher; Sprachunterricht; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung
Abstract	The English-as-a-Second-Language (ESL) Teacher Institute, created in 1980, is a staff development program for preparing instructors to use ESL techniques and materials. The Institute is for beginning and inexperienced ESL teachers. An evaluation of the 1986-87 institute was undertaken to determine the institute's impact on instructors' abilities to use ESL techniques, sequential steps, and competency-based adult education (CBAE) classroom management methods, and instructors' and trainers' perceptions about the acquisition of instructional skills through systematic training and reinforcement. Two types of data were collected including classroom observations of the use of CBAE methods by participants, and survey responses concerning the institute's design and content. Analysis of the results indicates that the institute has met its objectives of increasing participants' abilities to use the techniques, sequential steps, and CBAE strategies, and that the coaching process implemented during the year was useful to teachers. In addition, instructors found that the institute was well-designed and well-paced, but felt the quantity of techniques taught could be reduced and the material treated in greater depth. Trainers felt the opportunities for skill refinement and enhancement were valuable. Several areas for improvement of the institute were identified. Appendixes contain the various feedback and evaluation forms used in the study. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC