Theory and Practice in EFL Teacher Education : Bridging the Gap.
Title:
Theory and Practice in EFL Teacher Education : Bridging the Gap.
Author:
HÜTTNER, Julia.
ISBN:
9781847695260
Personal Author:
Edition:
1st ed.
Physical Description:
1 online resource (215 pages)
Series:
New Perspectives on Language and Education
Contents:
Titlepage -- Copyright -- Contents -- Acknowledgements -- Contributors -- Introduction -- Part 1: Conceptualising the Issue of Theory and Practice -- 1 Closing the Gap, Changing the Subject -- 2 The Dialectics of Theory and Practice in Teacher Knowledge Development -- 3 Moments of Practice: Teachers' Knowledge and Interaction in the Language Classroom -- Part 2: Developing Language Teachers' Knowledge Base -- 4 Creating Language-Assessment Literacy: A Model for Teacher Education -- 5 Grammar Teaching: Theory, Practice and English Teacher Education -- 6 Cognitive + Communicative Grammar in Teacher Education -- 7 Towards a Stronger Intervention: The Role of Literature in Teacher Education -- Part 3: Assisting Language Teachers' Knowledge Construction -- 8 Supporting the Transfer of Innovation into Foreign-Language Classrooms: Applied Projects in In-Service Teacher Education -- 9 Developing Student Teachers' 'Pedagogical Content Knowledge' in English for Specific Purposes: The 'Vienna ESP Approach' -- 10 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 -- 11 NESTs Versus Non-NESTs: Rethinking English-Language Teacher Identities -- 12 Multilingualism Pedagogy: Building Bridges between Languages Eva Vetter -- Subject Index -- Name Index.
Abstract:
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.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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