initial language teacher education
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LanguageTeacher
Educationin Ch b t
Where we are, where to go
Dar o L u is B an eg as
Initial LanguageTeacher Education
in Chubut
Looking at the structural components of our profession
Dar o L u is B an eg as
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in Chubut One day I asked myself
How can we improve our ILTE pro gram m es in Chubut following teachers perceptionsin terms of the balance in theory-prac t ice
and the kn ow ledg e base so that they really respond to the particular context of situation where ELT takes place in
Chubut?
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The context
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Anexo N : 809
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And that led me to consider
The developmental position in the T-Pdebate.
Types of knowledge in LTE Models of teaching
ILTE programmes in Chubut
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Over to you ( Already?)
Have you got any experience in PRESETand/or INSET? Elaborate, please.
A vivid memory from your PROFESORADO.
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Theory and Practice
What do we mean by THEORY in LTE? And PRACTICE?
Are teachers responsible for this divide? Positions in PRESET:
non-compat ib i l i ty
eclect ic developmenta l
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Theory-Practice-Praxis
How do course designers see the field?
Are we interested in t ra in ing or educat ing teachers to be?
How is this realised in course strands?
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Types of knowledge
ScenarioYoure the head of an EFL Department at a school
and you need to fill up a post. Would you
choose A- a native speaker from India?B- a native speaker from Kenya with a CELTA
certificate?
C- a native speaker from the UK?D- an EFL teacher with very good language skills?E- an EFL teacher with very good teaching skills?
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TYPES OF KNOWLEDGE What types of knowledge should there be in ILTE?
What types do these subjects represent?
- Linguistics- English Literature and Culture- Portuguese- History and Geography- Methodology
- Practicum- Phonetics- Research in Education- Psychology
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Content Knowledge
Knowledge of the language(subject-matter knowledge)
Improvement of the TL
Cultural knowledge
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Sources of CK
A functional view of Linguistics?
Intercultural competence: Sociolinguistics and World Englishes .
Language improvement: languageawareness and loop input .
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General Pedagogical Knowledge
Traditional sources Incorporating other sources:
- Teachers as theorisers.- Cheng et al, 2005, 2009 on teachers
beliefs and the social construction of
knowledge.
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Pedagogical Content Knowledge
ELT and pedagogic valency.
Interconnection of sources, proceduresand seminars.
Congruent teaching (Swennen et al. 2008)
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PCK
PCK in a context-responsive curriculum.
Teacher Cognition vs SLA?
Including a third language.
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Models of Teaching
Come to my class so that then you can dowhat I do
Do what Jeremy Harmer and Penny Ur say
Do what you think is best
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In ChubutSTRAND YEAR SUBJECT PERCENTAGE of hours allocated to
the strand in the programme
General Formation 1 Professional Practice IResearch in Education I
27.9 %
2 Professional Practice II
Research in Education II 3 Professional Practice III (in English)
Research in Education III
4 Professional Practice IV (in English)
Specialised Formation 1 Learner, Learning and Context I 7.2 %
2 Learner, Learning and Context II
3 Learner, Learning and Context III
4 Sociocultural Issues and Diversity
Subject Oriented Formation(all in English except L3)
1 English IMorphology and Syntax IPhonetics IEnglish Culture
64.9 %
2 English IIMorphology and Syntax IIPhonetics IIIntroduction to English Literature
3 English IIIPhonetics IIIEnglish Literature ISecond Language Acquisition
4 English IVEnglish Literature IIAmerican Literature
Discourse AnalysisPragmaticsL3: Portuguese
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But the new LCN (2007)suggest
Specific formation: CK + PCK (Didactics):50-60 %
General Formation: GPK: 25-35%
Professional Practice Formation: PCK(Practicum): 15-25 %
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So, then I moved on to
Methods:- Participants.
- Instruments.- Limitations.- Procedures.
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Positive and negative aspects
Mention 2 positive aspects of your ILTE.
Mention 2 negative aspects now.
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This is what I found out
0
5
10
15
20
25
30
Contentknowledge
Trainers PCK Methodologies
Serie1
0
2
4
6
8
10
12
14
16
18
Trainers GPK PCK T-P Subject-matter k
Serie1
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More on impact
Content knowledgeLearning Grammar and Phonetics: 28
Learning Literature: 24Learning Linguistics: 18The way I was taught: 15
Learning Geography, History: 12
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PCK
Designing material: 20 The practical aspects of Meth.: 20 Observing classes: 20
The practicum: 16 SLA: 16 Learning Meth: 14 The theoretical aspects of Meth. : 12 The way I was taught PP and Methods: 8 Practicum organisation: 6
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GPK
Learning Psychology: 14Learning Pedagogy: 10
Learning about theories of education: 9
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In general terms
0
2
4
6
810
12
14
16
18
20
CK PCK GPK
Serie1
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Balance between T-P
What do you think?
This is what theythink
46%
54%
Theory
Practice
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Balance in the knowledge base
Subject matter knowledge
35%
General cultural
knowledge21%
ELTpedagogicalknowledge
27%
Generalpedagogicalknowledge
17%
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The future of ILTE
0
2
4
6
8
10
12
14
16
18
Coherence Praxis Context Technologies
Serie1
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Conclusions
Subject-matter knowledge should be a firstpriority.
The pedagogical content knowledge strandneeds to devote more time and effort to fieldexperiences and the practicum.
Pedagogical components should provide abetter understanding of developmentalpsychology and motivation.
All strands which represent the three major types of knowledge need to increase loop inputexploration since though participants valuedcontent, they found procedures deficient.
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And therefore
Towards coherence :workshops,
authentic collaborative work in curriculumdesign and classes.
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