Understanding and Exploring Signature Pedagogies for TESOL Teacher Education

March 20, 2018

Sig ped coverI’m excited to share a new resource that’s been almost a year in the making. I’ve been working with some amazing colleagues: Santoi Wagner (University of Pennsylvania), Jennifer Hirashiki (Westcliff University) and Julie Ciancio (Westcliff University) on “Understanding and Exploring Signature Pedagogies for TESOL Teacher Education”. This is a freely available, Open Educational Resource (OER) intended to help teacher trainers working in the field of Teaching English to Speakers of Other Languages (TESOL).

Abstract

Purpose: The purpose of this report is to elevate the collective understanding of what it means to be and become a TESOL professional and what differentiates “TESOLers” from other teachers. We have intentionally prepared this report as an Open Educational Resource (OER), so it can be freely shared with an international audience.

Methods: This report synthesizes literature relating to signature pedagogies, teacher training, and educational technology.

Results: We explore the surface, deep, and implicit structures of three signature pedagogies of TESOL teacher education: (a) developing the TESOL knowledge base; (b) cultivating reflective practice; (c) engaging in a TESOL practicum. We also situate TESOL within a technology, content, and pedagogical content (TPACK) framework as a means to further understand how and why TESOL teacher education can and should incorporate technology in a variety of ways.

Implications: TESOL is a relatively young discipline and has come of age during a time when technology has emerged as an essential element of teaching and learning. As such, TESOL teacher education programs must address technology as a key element of teacher preparation for the profession.

Additional materials: Contains 1 table, 1 figure and 81 references.

Keywords: signature pedagogies, English as a second language, TESOL, teacher training, teacher education, TPACK

Citation (APA): 

Eaton, S. E., Wagner, S., Hirashiki, J., & Ciancio, J. (2018). Understanding and Exploring Signature Pedagogies for TESOL Teacher Education. Calgary: University of Calgary.

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

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A Review of the Literature on Rural and Remote Pre-Service Teacher Preparation With a Focus on Blended and E-Learning Models

June 29, 2015

U of C logo - 2015Over the past several months I have been working with a team in the Werklund School of Education at the University of Calgary to investigate the benefits and challenges of a blended pre-service teacher education program. We did an extensive survey of recent literature and our work has been archived on the U of C’s digital space.

We are excited to share the results of our work. You can check it out here:

Eaton, S. E., Dressler, R., Gereluk, D. & Becker, S. (2015). A review of the literature on rural and remote pre-service teacher preparation with a focus on blended and e-learning models. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/50497

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If you enjoyed this post, please “like” it or share it on social media. Thanks!

This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


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