Towards transformative foreign language teacher education. The subject teacher as a professional social actor.

Autor/in	Kohonen, Viljo
Titel	Towards transformative foreign language teacher education. The subject teacher as a professional social actor.
Quelle	Aus: Jakku-Silvonen, Ritva (Hrsg.): Education as a societal contributor. Reflections by Finnish educationalists. Frankfurt, Main u.a.: Lang (2007) S. 181-206Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-631-56881-9; 978-3-631-56881-1
Schlagwörter	Erziehungsziel; Aktionsforschung; Empirische Untersuchung; Interkulturelle Kommunikation; Persönlichkeitsentwicklung; Selbstreflexion; Lehrer; Lehrerausbildung; Fachlehrer; Schüler-Lehrer-Beziehung; Interaktion; Fremdsprachenunterricht; Sprachpolitik; Wertorientierung; Berufsethos; Professionalität; Europäische Union; Finnland
Abstract	In this [article the author] explores current developments of teacher education from the point of view of subject (secondary) teacher education. As the subject teacher meets his/her pupils through the medium of the subject(s) taught, [the author] will tie up his discussion with the context of educating foreign/second language teachers. He will first discuss the salient recent developments in foreign language (FL) teaching in the light of the influential Common European Framework of Reference for foreign language teaching advanced under the auspices of the Council of Europe (CEFR 2001). Closely connected with the CEFR, the European Language Portfolio (ELP) has been developed as an instrument for fostering student autonomy and intercultural learning through self-assessment. [The author] will examine the new roles of the language learner and the teacher in the educational change process involving a new paradigm in FL education. In the light the new goals of FL education, he will consider the implications of the paradigm shift for teacher education as transformative professionalism. He will discuss the teacher's professional development through in-service teacher education, based on the findings of two recent Finnish research and development projects carried out as action research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4