Image de couverture de livre

Learners’ Satisfaction in Two Foreign Language Teacher Education Programs: Are We Doing Our Homework?

Fuente: Redalyc

Enregistré dans:

Détails bibliographiques
Auteur principal:	Gabriel Vicente Obando Guerrero
Format:	Artículo científico
Langue:	en
Publié:	Asociación Colombiana de Profesores de Inglés 2018
Sujets:	Educación learner satisfaction Curriculum evaluation teacher education programs
Accès en ligne:	Acceder al recurso 1 Acceder al recurso 2 Acceder al recurso 3 Acceder al recurso 4 Acceder al recurso 5 Acceder al recurso 6
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

Autonomy Unveiled: Digging Deep into the Interwoven Realms of Teacher and Learner Dynamics of Prospective Teachers of English
par: İVACIK, Elmas, et autres
Publié: (2025)

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications
par: Francesca López
Publié: (2013)

The Role of English Pre-Service Teachers' Beliefs About Teaching in Teacher Education Programs
par: Judith Castellanos Jaimes
Publié: (2013)

Corpus Literacy Training for In-Service English Language Teachers
par: Ahmet Basal
Publié: (2024)

English Language Learner Teacher Effectiveness and the Common Core
par: Tammy Johnson
Publié: (2017)

Breakers, Benders, and Obeyers: Inquiring into Teacher Educators’ Mediation of edTPA
par: Andrew R. Ratner
Publié: (2016)

Houston, We Have a Problem: Teachers Find No Value in the SAS Education Value-Added Assessment System (EVAAS®)
par: Clarin Collins
Publié: (2014)

Evaluating Research Skills Development in a Colombian Undergraduate Foreign Language Teaching Program
par: Maria McNulty Ferri
Publié: (2005)

Houston, We Have a Problem: Teachers Find No Value in the SAS Education Value-Added Assessment System (EVAAS®)
par: Clarin Collins
Publié: (2014)

“We Brought It Upon Ourselves”: University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification
par: Daniel Friedrich
Publié: (2014)

Thoughts and Concerns of Spanish Teachers on Returning to School After the COVID-19 Pandemic
par: Alberto Sanmiguel-Rodríguez
Publié: (2023)

Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers
par: Miguel Farías
Publié: (2019)

The Invisible Schism: Teachers’ and Administrators’ Differing Perceptions of Education Reforms
par: Sarah Melvoin Bridich
Publié: (2016)

Social-emotional skills and emotional intelligence development programs for elementary school teachers: a systematic review
par: Edgar Fabián Torres-Hernández
Publié: (2025)

Impact of intensive programming training on the development of Computational Thinking in prospective teachers
par: Juan González-Martínez
Publié: (2024)

The Attitude Of Teacher Trainees Toward Creative Teaching
par: Pritam Biswas
Publié: (2024)

Validation of an Evaluation Tutoring Task Scale at the University
par: María Consuelo Sáiz-Manzanares
Publié: (2014)

Hybridized Teacher Education Programs in NYC: A Missed Opportunity?
par: Angus Shiva Mungal
Publié: (2015)

Teacher Talking Time in the EFL Classroom
par: Nilton Hitotuzi
Publié: (2005)

Supporting Teachers’ Engagement in Pedagogies of Social Justice (STEPS): Collaborative project between five universities in Turkey and the USA
par: Sedat Akayoğlu
Publié: (2022)

The measurement and impact of university teacher development programs
par: Denise Chalmers
Publié: (2015)

The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS): psychometric validation and results among spanish teachers
par: Ángel Llorente-Villasante
Publié: (2025)

Scaffolding Learner Puzzling in Exploratory Practice: Perspectives From the Business English Classroom
par: Chris Banister
Publié: (2018)

Validation of a tool for self-evaluating teacher digital competence
par: Mireia Usart Rodríguez
Publié: (2021)

Enacting a People-Centred Curriculum in ELT With Teenage Learners
par: Darío Luis Banegas
Publié: (2014)

Exploring the impact of preservice teacher internship programs on students' perception of the teaching profession
par: Dalimunthe, Muhammad Bukhori, et autres
Publié: (2024)

Pre-service Teachers' Experiences in Constructing and Redefining their Conceptions of Language Teaching
par: Diego Fernando Macías-Villegas
Publié: (2023)

Reviewing the Intersection between Foreign Language Teacher Education and Technology
par: John Jairo Viáfara
Publié: (2011)

TEACHER EDUCATION IN ICT: CONTRIBUTIONS FROM DIFFERENT TRAINING MODELS
par: Julio Cabero Almenara
Publié: (2018)

Teacher training policies for professional education: conflicts and permanence marked by the neoliberal ideology
par: Sheila Daniela Medeiros dos Santos
Publié: (2015)

Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context
par: Indira Niebles-Thevening
Publié: (2022)

Articulating english to specific content areas at Pontificia Bolivariana University
par: María Isabel Monsalve T.
Publié: (2005)

Identification of Elementary Teachers’ Risk for Stress and Vocational Concerns Using the National Schools and Staffing Survey
par: Richard G. Lambert
Publié: (2015)

Action Research on Affective Factors and Language Learning Strategies: A Pathway to Critical Reflection and Teacher and Learner Autonomy
par: Yamith José Fandiño Parra
Publié: (2008)

Red Beads and Profound Knowledge: Deming and Quality of Education
par: Sharon L. Lohr
Publié: (2015)

The Eight-Year Study: From Evaluative Research to Demonstration Project, 1930-1940
par: Joseph Watras
Publié: (2006)

Navigating through challenges lead to solution: Teachers experience in teaching Filipino subject
par: Jonadene P. Garcia
Publié: (2025)

Sorting Out the Signal: Do Multiple Measures of Teachers’ Effectiveness Provide Consistent Information to Teachers and Principals?
par: Katharine O. Strunk
Publié: (2014)

The ‘pibidian’ identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs
par: Michele Salles El Kadri
Publié: (2018)

Impact of gamified rubrics in teacher training
par: Manuel Cebrián de la Serna
Publié: (2025)