Arguing for a knowledge-base in language teacher education, then (1998) and now (2018).

Autor/in	Freeman, Donald
Titel	Arguing for a knowledge-base in language teacher education, then (1998) and now (2018).
Quelle	In: Language teaching research, 24 (2020) 1, S. 5-16Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 3; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688; 1477-0954
Schlagwörter	Lehrer; Lehrerausbildung; Unterrichtssprache; Fremdsprachenunterricht; Englischunterricht
Abstract	This article examines how the concept of a knowledge-base in language teacher education has changed since the 1998 proposal. Arguing that a knowledge-base evolves in two ways: through changes in the field of knowledge, and through changes driven by the work that knowledge supports, the author describes two problems: 'translating' theory into practice and the 'positionality' of those defining what counts as knowledge. The 1998 proposal outlined a work-driven framework in response to the former without fully acknowledging the latter: who is doing English language teaching, with whom, and to what ends. Revising the knowledge-base now depends on taking that positionality into account. With this in mind, the author suggests three concepts - of teacher language use (English-for-Teaching), participation and agency, and professional confidence as a measure of outcome - as work-driven alternatives to our present thinking. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2