The Need Felt for In-Service Education by Foreign Language Teachers. Research Bulletin, No. 46 [microform] / Anna-Liisa Leino.
The educational system of Finland is undergoing great reform, and one change is for compulsory inservice teacher education. This study is concerned with inservice education of foreign language teachers. Dimensions of rote-meaningful learning and reception-discovery learning are discussed; teachers p...
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| Format: | Microfilm Book |
| Language: | English |
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1976.
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MARC
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| 100 | 1 | |a Leino, Anna-Liisa. | |
| 245 | 1 | 4 | |a The Need Felt for In-Service Education by Foreign Language Teachers. Research Bulletin, No. 46 |h [microform] / |c Anna-Liisa Leino. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1976. | ||
| 300 | |a 61 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Document Number: ED130523. | ||
| 520 | |a The educational system of Finland is undergoing great reform, and one change is for compulsory inservice teacher education. This study is concerned with inservice education of foreign language teachers. Dimensions of rote-meaningful learning and reception-discovery learning are discussed; teachers preferred the meaningful-discovery type. It seems proper to consider this type of learning a major overall objective of inservice education. Some objectives of inservice education are discussed: subject-matter competence, professional competence and personal attitudes. Professional competence includes mechanical skills, knowledge, transfer, communication and criticism. Personal attitudes include receptivity, responsiveness, appreciation, internalization and characterization. This study aims to assist in organizing inservice education by determining what type of education teachers feel they need. The questionnaire given to teachers asked for their rating of the importance of different content areas of inservice education; it examined their agreement on these points, noted background variables and questioned the responsibility for arranging inservice education. Teachers felt the two most important educational needs were study in a country where the language is spoken and developing the teacher's oral ability. Appendices furnish categories of teacher evaluation, the questionnaire and statistical analysis of the responses. (CHK) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 0 | 7 | |a Educational Improvement. |2 ericd. |
| 650 | 1 | 7 | |a Educational Needs. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Inservice Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Language Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Language Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Questionnaires. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 0 | 7 | |a Second Languages. |2 ericd. |
| 650 | 0 | 7 | |a Surveys. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 710 | 2 | |a Helsingin yliopisto. |b Kasvatustieteen laitos. | |
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