基本説明
This volume brings together articles written by experts in the thriving field of language teacher education from a variety of geographical and institutional contexts, with a particular focus on EFL. They address the dynamic relationship between theory and practice in language teacher education by considering teacher learning as a basis for the development of professionalism.
Full Description
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.
Contents
Acknowledgements
Julia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner: Introduction
Part 1 Conceptualising the Issue of Theory and Practice
Henry G. Widdowson: Closing the Gap, Changing the Subject
Amy B. M. Tsui: The Dialectics of Theory and Practice in Teacher Knowledge Development
Joachim Appel: Moments of Practice: Teachers' Knowledge and Interaction in the Language Classroom
Part 2 Developing Language Teachers' Knowledge Base
Armin Berger: Creating Language Assessment Literacy: A Model for Teacher Education
Penny Ur: Grammar Teaching: Theory, Practice and English Teacher Education
David Newby: Cognitive + Communicative Grammar in Teacher Education
Susanne Reichl: Towards a Stronger Intervention: The Role of Literature in Teacher Education
Part 3 Assisting Language Teachers' Knowledge Construction
Sandra Hutterli and Michael C. Prusse: Supporting the Transfer of Innovation into Foreign Language Classrooms: Applied Projects in In-service Teacher Education
Julia Hüttner and Ute Smit: Developing Student Teachers' 'Pedagogical Content Knowledge' in English for Specific Purposes: The 'Vienna ESP Approach'
Barbara Mehlmauer-Larcher: The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-service Teacher Education
Part 4 Addressing Established Paradigms
Irena Vodopija-Krstanovic: NESTs vs. Non-NESTs: Rethinking English Language Teacher Identities
Eva Vetter: Multilingualism Pedagogy: Building Bridges between Languages
