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.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818777534
Schlagwörter	Knowledge Base for Teaching; Language Teachers; Second Language Learning; Second Language Instruction; Teacher Education; Theory Practice Relationship; English (Second Language); Teaching Methods; Language Usage; Language of Instruction; Self Efficacy; Faculty Development + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Teaching language; Unterrichtssprache; Self-efficacy; Selbstwirksamkeit
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, I describe 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, I suggest 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01