Theory and Practice in EFL Teacher Education

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Julia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl, Barbara Schiftner
Multilingual Matters, Dec 22, 2011 - Education - 280 pages
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This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation.
 

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Contents

hutt_01
3
hutt_02
16
hutt_03
38
hutt_part2
55
hutt_04
57
hutt_05
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hutt_06
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hutt_07
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hutt_08
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hutt_09
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hutt_10
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hutt_part4
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hutt_11
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hutt_12
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hutt_subjectindex
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hutt_nameindex
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hutt_part3
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About the author (2011)

Julia Hüttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.

Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.

Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.

Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.

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