A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration

Autor/inn/en	Barahona, Malba; Davin, Kristin J.
Titel	A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 23 (2021) 1, S.181-196 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Barahona, Malba) ORCID (Davin, Kristin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	International Cooperation; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Education Programs; Teaching Methods; Foreign Countries; Educational Practices; Teaching Experience; Cross Cultural Studies; Teacher Educators; Educational Cooperation; Student Teaching; Methods Courses; Student Teacher Attitudes; Spanish; Language Usage; Language of Instruction; Coaching (Performance); Reflection; Self Evaluation (Individuals); Lesson Plans; Cultural Context; Chile; United States + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungspraxis; Cultural comparison; Kulturvergleich; Teacher education; Education; Lehrerausbildung; Lehrerbildung; cooperation; Kooperation; Teaching practice; Unterrichtspraxis; Methodisch-didaktische Anleitung; Spanisch; Sprachgebrauch; Teaching language; Unterrichtssprache; Lesson planning; Unterrichtsplanung; USA
Abstract	The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in "actual" teaching rather than "talking" about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01