developing knowledge base in efl teacher education programs
Post on 07-Nov-2014
2.881 Views
Preview:
DESCRIPTION
TRANSCRIPT
DEVELOPING KNOWLEDGE BASE IN EFL DEVELOPING KNOWLEDGE BASE IN EFL TEACHER EDUCATION PROGRAMSTEACHER EDUCATION PROGRAMS
Yamith José FandiñoYamith José FandiñoUniversidad de La SalleUniversidad de La Salle
Introduction Introduction
IntroductionIntroduction
… the focus of research on teacher education needs to shift from examining what it is that good teachers do in from examining what it is that good teachers do in particular situations to investigating how it is that good particular situations to investigating how it is that good teachers think about particular situationsteachers think about particular situations... The nature of teacher knowledge is much more about how teachers interpret the complexity and the situated variability of the practical problems of the classroom, how those interpretations evolve over time and across settings, and how and when those interpretations influence decisions and actions in the classroom. (Doerr & Lesh, 2003, p. 3).
Knowledge baseKnowledge base Traditional knowledge base = Basic skills for teaching
Competency in subject matter
Pedagogy (didactics)
Other critical variables
The classroom context Learners' characteristics
Ts' personal experiences Ts' reflective practices Ts' research skills
A need to envision a more complete framework of reference for professional application (Pineda, 2002).
KnowledgeKnowledge base base
Teacher's knowledge base (Fenstermarcher, 1994).
Formal knowledge
Based on literature, derived from research and related to effective teaching. Social, universal, and explicit.
Practical knowledge
Generated by teachers and derived from every day experimentation and reflection. Personal, situational and tacit.
KnowledgeKnowledge base base
Types of knowledge base (Kaur, Yuen & Kaur, 2011)
An effective T needs two types of basic knowledge:
Content knowledge: the knowledge a teacher should posses in a subject.
Pedagogical knowledge: the teaching and learning of subjects and their curricula.
Knowledge baseKnowledge base
Teacher's professional base (Shulman, 1987)
General dimensions of teacher knowledge
- Knowledge of educational ends
- Knowledge of educational contexts
- General pedagogical knowledge
- Knowledge of learners
Knowledge baseKnowledge base
Teacher's professional base (Shulman, 1987)
Content-speficic dimensions of teacher knowledge
- Curriculum knowledge
- Subject-matter or content knowledge
- Pedagogical content knowledge: a combination of content and pedagogy that helps Ts make a subject comprehensible to others.
Knowledge base of L2 teachersKnowledge base of L2 teachers
Knowledge base in L2 teaching (Faez, 2011)
The expertise, understanding, awareness, knowledge, and skills that L2 teachers need to possess in order to be effective teachers.
Lafayette's 3 domains (1993)
- Language proficiency
- Civilization and culture
- Language analysis (L2 acquisition and processing)
Knowledge base of L2 teachersKnowledge base of L2 teachers
Day's 4 domains (1993)
- Content knowledge (subject-matter)
- Pedagogic knowledge (practices of teaching: classroom management, lesson planning, etc.)
- Pedagogic content knowledge (specialized teaching of an L2: grammar, speaking, etc.)
- Support knowledge (different disciplines that inform teachers' approaches: linguistics, psychology, etc).
Knowledge base of L2 teachersKnowledge base of L2 teachers
Richard's 6 dimensions (1998)
- Theories of teaching (theoretical bases)
- Teaching skills (teachers' repertoire)
- Communication skills and language proficiency
- Subject matter knowledge
- Pedagogical reasoning and decision making (Complex cognitive and problem-solving skills)
- Contextual knowledge (educational settings and linguistic policies)
Knowledge base of L2 teachersKnowledge base of L2 teachers
Freeman and Johnson's reconceptualization (1998)
Premise: examining how language teachers come to know what they know and do what they do.
Focus: the activity of learning to be a language teacher.
3 interrelated domains:
(a) the T as learner of language teaching,
(b) schools and schooling as sociohistorical and cultural contexts for teacher learning, and
(c) the T's pedagogical thinking about language teaching.
Knowledge base of L2 teachersKnowledge base of L2 teachers
Tarone and Allwright (2005)
A lacking element: the L2 language learner.
L2 teacher's knowledge needs to include a clear understanding of who learners are and why and how they learn L2.
L2 language teaching is different from other teacher education disciplines, and should draw on and help develop SLA research.
From L2 base knowledge to pedagogical From L2 base knowledge to pedagogical reasoning and actionreasoning and action
Adapted from Wilson, Shulman and Richert, 1987.
From L2 base knowledge to pedagogical From L2 base knowledge to pedagogical reasoning and actionreasoning and action
Models
Calderhead (1988)
Wallace (1991) Freeman (1991)
Integrative model
Practical knowledge Academic knowledge Metacognitive processes Conceptions of learning to teach
The craft model (expert and learner relationship)
The applied science model (theory and practice)
The reflective model (knowledge construction)a) pre-trainingb) professional educationc) professional competence
Teaching as doing (skills development)
Teaching as thinking and doing (knowledge implementation)
Teaching as knowing what to do (contextual interpretation)
- Interteaching: from dependence to self-sufficiency.
From L2 base knowledge to pedagogical From L2 base knowledge to pedagogical reasoning and actionreasoning and action
ModelsDay (1993) Manouchehri
(2002)Ohata (2007)
- The apprentice-expert model (observation, instruction, and practice.)
- The rationalist model (learn-the-theory-and then-apply-it model)
- The case studies model (discussion and analysis of actual case histories )
- The integrative model (pedagogic, content, and support-based experiences)
Attention to social interaction in professional development.
Entering a culture with normative structure and social norms.
Guided and systematic communication and collaboration are needed.
From better ways to train teachers to alternatives to teach through self-awareness and reflection.
Challenge and explore how or why classroom actions are influenced by experiences and beliefs.
EFL knowledge base in ColombiaEFL knowledge base in ColombiaÁlvarez (2009)
• Ts’ knowledge base construction = continuous process that involves:
- Ts’ experiences in and out of the classroom
- Ts’ beliefs at different moments of educational life
- Interaction between pre-training knowledge, teacher education knowledge and teaching activity.
• Colombian Ts seem to look for a balance between the technical dimension of teaching (content and methodology) and a more social and humanistic view (role awareness, student and professional settings, etc.)
• Ts’ professional and personal self-perception as pedagogues plays a significant role in the construction of knowledge base.
EFL knowledge base in ColombiaEFL knowledge base in ColombiaCárdenas (2009)
• Knowledge transmission and skills development-based models are present, but more personal and social-oriented models are observable.
• Existence of behaviorist, humanist, constructivist, social constructivist and reflective perspectives = eclecticism in TE programs. Two interpretations: a lack of conceptual clarity or an awareness of the need for a multifaceted model.
• Methodological programs seem to focus on: the experiences and beliefs of future teachers, reflection-based processes, real context practices, ethnography and action research and performance and process-based evaluation.
• Four basic variables: (a) attitude towards the profession, (b) knowledge that transcends L2 issues to include specific contexts,(c) immediate use skills and professional development skills, and (d) awareness about what being a L2 teacher means and demands.
EFL knowledge base in ColombiaEFL knowledge base in Colombia
Usma (2009)
Standardization, internationalization, accreditation, and recent linguistic and educational policies
• undermine possibilities to acknowledge and promote awareness, autonomy, diversity and contextualization;
• impose foreign discourses and practices at the expense of local knowledge; and
• stratify and exclude teachers and institutions based on scores and rankings.
EFL knowledge base in ColombiaEFL knowledge base in Colombia
Sharkey’s proposal (2009)
• Infuse inquiry into all aspects of the curriculum so that Ts can generate local knowledge, theorize their practice, and interrogate the theory and research of others.
• Professional and learning communities of praxis operating on collaboration and critical reflection.
• A commitment to praxis to transform educational practices and policies.
EFL knowledge base in ColombiaEFL knowledge base in Colombia
González and Quinchía (2003)
Four main focuses:
- knowledge of local realities
- command of the language
- broad experience in teaching EFL
- experience in research
TEPs must be sensitive to the sociocultural milieu in which learning and teaching take place, in order to create knowledge.
EFL knowledge base in ColombiaEFL knowledge base in Colombia
González (2007)
The current teacher development model is a representation of colonial, traditional, and central discourses in ELT that must be reshaped by the new, local, and peripheral knowledge constructed by Colombian ELT scholars and teachers.
Desired characteristics of EFL TEPs
- application of a post method framework (particularity, practicality, possibility and macro strategies)
- peripheral knowledge construction
- adequate communication with local scholars and policy makers
- acceptance of counter-discourses and critical theory
ReferencesReferencesÁlvarez, J. (2009). An exploration of Colombian EFL teachers’ knowledge base through teachers’ reflection. Revista Linguagem &
Ensino, 12(1), 73-108.
Calderhead, J. (1988). The development of knowledge structure in learning to teach. In J. Claderhead (Ed.), Teachers’ professional learning (pp. 51-64). London: The Falmer Press.
Cárdenas, R. (2009). Tendencia globales y locales en la formación de docentes de lenguas extranjeras. ÍKALA, revista de lenguaje y cultura, 14(22), 71-106.
Day, R. (1993). Models and the knowledge base of second language teacher education. Working papers in second language studies, 11(2), 1-13. Retrieved from http://hawaii.edu/sls/uhwpesl/11(2)/Day.pdf
Doerr, H., & Lesh, R. (2003). Designing research on teachers’ knowledge development (online). Retrieved from http://www.merga.net.au/documents/RR_doerlesh.pdf
Faez, F. (2011). Points of departure: Developing the knowledge base of ESL and FSL teachers for K-12 programs in Canada. The Canadian Journal of Applied Linguistics, 14(1), 29-49.
Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in Research on Teaching. Review of Educational Research, 20, 3-56.
Freeman, D. (1991). Three views to teachers' knowledge. IATEFL Teacher Development Newsletter, December, 1-4.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-418.
González, A. (2007). Professional Development of EFL Teachers in Colombia: Between Colonial and Local Practices. ÍKALA, Revista de lenguaje y cultura, 12(18), pp. 309-332.
ReferencesReferencesGonzález, A., & Quinchía, D. (2003). Tomorrow's EFL teacher educators. Colombian Applied Linguistics Journal, 5, 86-104.
Kaur, G., Yuen, C., & Kaur, S. (2011). Assessing ESL teacher trainees’ content, pedagogical, and professional knowledge base. The assessment handbook, 4(2), 4-15.
Manouchehri, A. (2002). Developing teaching knowledge through peer discourse. Teaching and Teacher Education, 18, 715–737. Retrieved from http://www.se.rit.edu/~swami/LearningPapers/Manoucheri2002PeerDiscourse.pdf
Ohata, K. (2007). Teacher development or training? Recent developments in second/foreign language teacher education. The language research bulletin, 22(1), 1-16. Retrieved from http://web.icu.ac.jp/lrb/vol_22/Kota%20LRB%20V22.pdf
Pineda, C. (2002). Knowledge base for ESL/EFL educators: What does it mean? PROFILE Issues in teachers’ professional development, 3, 9-14.
Richards, J. (1998). Beyond training. Cambridge: Cambridge University Press.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Sharkey, J. (2009). Can we praxize second language teacher education? An invitation to join a collective, collaborative challenge. ÍKALA: Revista de Lengua y de Cultura, 14(22), 125-150.
Tarone, E., & Allwright, D. (2005). Language teacher-learning and student language learning: Shaping the knowledge base. In D.J. Tedick (Ed.), Second language teacher education: International perspectives (pp. 5-23). USA: Lawrence Erlbaum Publishers.
Usma, J. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. PROFILE Issues in teachers’ professional development, 11, 123-141.
Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge: CUP.
Wilson, S. M., Shulman, L.S., & Richert A. E. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp.104-124). London: Cassell.
top related