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This article explores the importance of consolidating the teaching methodology of young foreign language teachers to ensure consistency and effectiveness in language instruction. The article discusses various strategies that can be implemented to support young teachers in developing and implementing effective teaching methodologies, such as training and workshops, peer observation and feedback, mentorship, professional learning communities, reflective practice, and classroom observations and coaching. By providing young teachers with the necessary support and resources to enhance their teaching skills and knowledge, schools and districts can help them thrive and succeed in their profession, ultimately benefiting their students and the overall language learning environment

  • O'qishlar soni 24
  • Nashr sanasi 01-08-2024
  • Asosiy tilIngliz
  • Sahifalar30-33
English

This article explores the importance of consolidating the teaching methodology of young foreign language teachers to ensure consistency and effectiveness in language instruction. The article discusses various strategies that can be implemented to support young teachers in developing and implementing effective teaching methodologies, such as training and workshops, peer observation and feedback, mentorship, professional learning communities, reflective practice, and classroom observations and coaching. By providing young teachers with the necessary support and resources to enhance their teaching skills and knowledge, schools and districts can help them thrive and succeed in their profession, ultimately benefiting their students and the overall language learning environment

Muallifning F.I.Sh. Lavozimi Tashkilot nomi
1 Abduvalieva D.I. ! University of Tashkent for Applied Sciences
Havola nomi
1 [1]Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. 81(2), 201-233.[2]Ingersoll, R., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), 224.[3]Vescio,V., Ross, D., & Adams, A. (2008). A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning. Teaching and Teacher Education, 24(1), 80-91.[4]Krashen, S. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Limited. 24(1), 94-112.[5]Freire, P. (1970). Pedagogy of the oppressed. Continuum. 81(2), 224.[6]Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141-165.[7]Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.24 (12) 87[8]Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard university press. 24 (12) 45
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