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TESOL Teacher Education: A Novice-Service Approach.

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Title: TESOL Teacher Education: A Novice-Service Approach.
Authors: Farrell, Thomas S. C. (AUTHOR)
Source: Second Language Teacher Education (SLTE). 2024, Vol. 3 Issue 1, p1-N.PAG. 19p.
Subject Terms: *Teacher education, *Teacher educators, *Teachers, *Mentors, *Graduates
Abstract: Most language teacher educators assume that what they provide to their pre-service ESL teachers will help them transition smoothly into the real school setting, yet we also have evidence that some novice TESOL teachers may be struggling when trying to implement what they have learned in their TESOL teacher education once they begin teaching in their first years. In addition, most early-career TESOL teachers are abandoned once they graduate from their TESOL teacher education programs and left to survive on their own, and/or with the help of school appointed mentors, induction programs or other such assistance. This conceptual paper focuses on these two issues and discusses each as “inconvenient truths”, while also offering ways that both can be rectified by following a novice-service approach to TESOL teacher education. [ABSTRACT FROM AUTHOR]
Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Most language teacher educators assume that what they provide to their pre-service ESL teachers will help them transition smoothly into the real school setting, yet we also have evidence that some novice TESOL teachers may be struggling when trying to implement what they have learned in their TESOL teacher education once they begin teaching in their first years. In addition, most early-career TESOL teachers are abandoned once they graduate from their TESOL teacher education programs and left to survive on their own, and/or with the help of school appointed mentors, induction programs or other such assistance. This conceptual paper focuses on these two issues and discusses each as “inconvenient truths”, while also offering ways that both can be rectified by following a novice-service approach to TESOL teacher education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1558/slte.29437
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Teacher educators
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Mentors
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              Text: 2024
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