Reflecting professional identity. An international jointly-run blended course to train future language teachers.

Autor/inn/en	Abendroth-Timmer, Dagmar; Aguilar Río, Jose L.
Titel	Reflecting professional identity. An international jointly-run blended course to train future language teachers.
Quelle	In: The European journal of applied linguistics and TEFL, 2 (2013) 1, S. 119-134 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2192-1032
Schlagwörter	Bildungsforschung; Lehrerforschung; Unterricht; Bildungsforschung; Unterricht; Sprachform
Abstract	Teaching a foreign or second language today is not only a matter of having certain linguistic or pedagogical competences. Language teachers nowadays are seen as language educators aware of the globalized world in which we live and able to transmit values that correspond to such globalization (ref.). Moreover, language teachers are also expected to be knowledgeable in certain technologies that have become everyday use, namely in education-related contexts. In sum, if language teachers are to continue their task efficiently in complex, contemporary societies, they must develop specific multiliteracies (ref.) that go beyond the "mere" linguistic and pedagogical know-how, as well as possess an intercultural vision of the world that guarantees an openness to the otherness (ref.). University language teacher training programmes must thus take into account these changes, as well as implement contents and practices that allow future teachers to construct a flexible professional identity (Varghese et al. 2005; Cachet, 2009) and auto-reflexivity (Schön, 1983: 49-69f.). This paper presents an international, experimental, online, Master's course (the Siegen-Paris project) that attempted to account for these social and teacher training-related challenges. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2018/2