Theory and Practice in EFL Teacher Education

Bridging the Gap

AvJulia Hüttner,Barbara Mehlmauer-Larcher

Häftad, Engelska, 2011

Del 22 i serien New Perspectives on Language and Education

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Beskrivning

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.

Produktinformation

Utgivningsdatum:2011-12-22
Mått:148 x 210 x 15 mm
Vikt:374 g
Format:Häftad
Språk:Engelska
Serie:New Perspectives on Language and Education
Antal sidor:280
Förlag:Channel View Publications Ltd
ISBN:9781847695246

Utforska kategorier

Språkundervisning och språkinlärning inom Språk och ordböcker

Mer om författaren

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.

Recensioner i media

This book's coverage of both academic and applied aspects of how teacher learning can be facilitated in a variety of settings is very topical, comprehensive, well-integrated and insightful. It is also structured imaginatively and is engaging in tone. Definitely a 'must' for would-be and practising teacher educators and others interested in the subject!

Innehållsförteckning

AcknowledgementsJulia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner: IntroductionPart 1 Conceptualising the Issue of Theory and PracticeHenry G. Widdowson: Closing the Gap, Changing the SubjectAmy B. M. Tsui: The Dialectics of Theory and Practice in Teacher Knowledge DevelopmentJoachim Appel: Moments of Practice: Teachers’ Knowledge and Interaction in the Language ClassroomPart 2 Developing Language Teachers’ Knowledge BaseArmin Berger: Creating Language Assessment Literacy: A Model for Teacher EducationPenny Ur: Grammar Teaching: Theory, Practice and English Teacher EducationDavid Newby: Cognitive + Communicative Grammar in Teacher EducationSusanne Reichl: Towards a Stronger Intervention: The Role of Literature in Teacher EducationPart 3 Assisting Language Teachers’ Knowledge ConstructionSandra Hutterli and Michael C. Prusse: Supporting the Transfer of Innovation into Foreign Language Classrooms: Applied Projects in In-service Teacher EducationJulia 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 EducationPart 4 Addressing Established ParadigmsIrena Vodopija-Krstanovic: NESTs vs. Non-NESTs: Rethinking English Language Teacher IdentitiesEva Vetter: Multilingualism Pedagogy: Building Bridges between Languages