Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching.

Autor/inn/en	Ogilvie, Greg; Dunn, William
Titel	Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching.
Quelle	In: Language teaching research, 14 (2010) 2, S. 161-181Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Anhang; Anmerkungen 1
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688
Schlagwörter	Empirische Forschung; Fragebogen; Einstellung (Psy); Lehrer; Lehrerausbildung; Lernen; Methodik; Curriculum; Aufgabenorientierung; Fremdsprachenunterricht; Konstruktivismus; Praktikum; Hochschule; Effizienz; Kanada
Abstract	Despite its theoretical appeal and research-based support, task-based language teaching (TBLT) continues to have a somewhat limited influence on actual second language teaching practices in many contexts. The reported study considers the relationship between teacher education and the broader use of TBLT. It investigates the effects of a constructivist-based curriculum course on student teachers' disposition towards the principles of TBLT. It also addresses their utilization of the approach during their teaching practicum. Based on both quantitative and qualitative analyses, the findings suggest that the course increased the student teachers' disposition towards TBLT, but that the positive disposition did not tend to translate into actual use or implementation during the practicum. The article argues that while teacher education programs have the potential to promote innovation in educational practices, several factors remain to be addressed, including cultural norms in education and the lack of support for student teachers. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3