Theory and Practice in EFL Teacher Education: Bridging the Gap
Multilingual Matters, Dec 22, 2011 - Foreign Language Study - 280 pages
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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activities Applied Linguistics approach aspects assessment literacy Cambridge University Press Canton of Zurich CEFR cognitive Cognitive Linguistics communicative communicative language teaching competence concept conceptualisation context Council of Europe course culture descriptors discussion EPOSTL European example experience expertise focus on form focused foreign language genre analysis grammar teaching Gruffalo Hu¨ttner implementation individual innovation interaction knowledge base language acquisition language assessment Language Classroom language learning language policy language teacher education language testing learners literature meaning methodology native speaker Newby notion pedagogical content knowledge perspective plurilingual potential practicum pre-service professional question reference reflection relevant role Second Language Acquisition self-assessment Shulman skills sociocultural specific student teachers subject matter knowledge task teacher education programmes teacher identities teacher knowledge teacher learning teachers need teaching practice TESOL testing and assessment theoretical theory and practice understanding University of Vienna Widdowson