Training Foreign Language Teachers: A Reflective ApproachTraining Foreign Language Teachers is aimed at anyone in the area of foreign language teaching who is engaged in designing, running or taking part in teacher education programmes. It begins by examining some current models of teacher education. It goes on to describe the notion of the teacher as 'reflective practitioner' - someone who reflects on the practice of their profession as a way of developing their expertise in it. Training Foreign Language Teachers explores ways in which a reflective approach can be applied to many areas of the teacher education programme, including: * classroom observation * microteaching * design and assesment of teacher education programmes. It contains many suggestions for practical work and discussion, and numerous applications to actual situations, including an extended case-study. |
Contents
The learners perspective | 18 |
Modes of teaching and learning in teacher education courses | 29 |
The reflective model | 48 |
Recalling and analysing the data | 60 |
Microteaching | 87 |
Supervision and practical experience | 107 |
Other editions - View all
Training Foreign Language Teachers: A Reflective Approach Michael J. Wallace,Tzong-Ho Bau,Wallace Michael J. No preview available - 1991 |
Common terms and phrases
academic achieved action research activities analysis applied science appropriate areas aspects assessment behaviour Bellack Bowers chapter classroom clinical supervision coherence competence concerned context criteria discourse analysis discussion effective English English language English studies evaluation examinations example experiential knowledge expertise Fanselow Flanders grading group mode important in-service inputs interaction involved kind language teaching learners learning styles lecture lesson McGarvey and Swallow methodology microlesson microteaching Noel Entwistle noted observation schedule observation systems organised particular perhaps PERSONAL REVIEW Look possible practitioners pre-service prescriptive problem procedure profes professional action professional development professional education programme questions Rashomon rationale reading received knowledge reflective model relate relevant reteach Schön school experience serialist sessions simply situation skills stage Starratt study figure supervisor task teacher education courses Teacher Training teaching and learning teaching practice techniques TESOL theory topic trainees transcript tutor University of Ulster usually variety various
References to this book
Reflective Teaching in Second Language Classrooms Jack C. Richards,Charles Lockhart No preview available - 1994 |