'My Training Has Failed Me': Inconvenient Truths about Second Language Teacher Education (SLTE)

Autor/in	Farrell, Thomas S. C.
Titel	'My Training Has Failed Me': Inconvenient Truths about Second Language Teacher Education (SLTE)
Quelle	In: TESL-EJ, 22 (2019) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Education Programs; Teacher Qualifications; Electronic Mail; Teacher Attitudes; Educational Attitudes; Theory Practice Relationship; Teacher Educators; Professional Isolation; Experienced Teachers; Beginning Teachers + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrqualifikation; Elektronischer Briefkasten; Lehrerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Theorie-Praxis-Beziehung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer
Abstract	This paper is motived by an email message the author received recently from a practicing, 'well-qualified' (BA and MA in Linguistics and a (200 hundred hour) TESL Certificate) ESL teacher in the US who was reaching out because she felt her training as a teacher had failed her. This prompted the author to reflect on two main inconvenient truths related to how language teachers are educated from their perspective in order to give a voice to the voiceless (the practicing teachers). These are: "Inconvenient Truth #1: Theory/Practice Gap"; "Inconvenient Truth #2: No Contact With Newly Qualified Teachers." The author noted that truths remain 'inconvenient' to teacher educators only because many fail/refuse to acknowledge this 'truth' exists or even understand why it exists. However, rather than just pointing out these inconvenient truths, the paper suggests possible solutions to each of these so that the lived experiences of learner teachers, newly qualifies teachers (NQTs) and experienced teachers can be greatly enhanced. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01