What do we want teaching-materials for in EFL teacher

training programs?(Rahimi, 2008)

UNIVERSIDAD DE CALDAS DEPARMENT OF MODERN LANGUAGES

MASTERS IN ENGLISH DIDACTICS

INTRODUCTION

Teacher education programsInput & knowledge Skill & competencyWhat Ts should know How Ts learn to teachDeclarative knowledge (theory) Procedural knowledge (practice) PROFESSIONAL KNOWLEDGE

Objectives ContentOutcomes

What teaching materials? (their role)

The knowledge/competency base of EFL teacher educationTraditionally: Knowledge-transmission • Learning about teaching• Transfer from theory to practice• Lots of courses on content knowledge and pedagogy• Little observation and practice in real contexts • Gap bt (knowledge) and reality (competency) • Knowledge for teachers

The knowledge/competency base of EFL teacher educationCurrently: Competency-development

• Learning about how to teach = Knowledge of teachers• Becoming a “good teacher”- master content knowledge of the discipline- have skills and knowledge about teaching/learning - know how to work in school contexts- know how to notice and improve one’s own shortcomings- accept pedagogical and moral responsibilities

• Constructivist approach = create knowledge on the basis of experience in school contexts

The knowledge/competency base of EFL teacher educationCurrently: Competency-development

• Participation in real, meaningful practices• Collaboration bt schools and universities • Balance bt theoretical knowledge and practicing skills

• Knowledge/competency model of TE- knowledge of language - knowledge of pedagogy- Knowledge of teaching reality

Teaching materials in EFL teacher training program

Teaching materials in TE- Techniques and activities

to develop knowledge of the profession- Experiences and practices

Teaching materials in EFL teacher training program

Teacher training Teacher development - Pre-service strategy

- Externally-defined content centered on theory

- Content presentation: lectures, readings, observations, project work and case studies.

- Outcomes: exams, term papers, or sample teachings

- In-service strategy

- Personally-defined content centered on Ts’ experiences and background knowledge

- Teacher study groups,practitioner research, or self-development activities

- Outcomes: self-assessment techniques like reflective thinking and journalwriting

Teaching materials in EFL teacher training program

KNOWLEDGE/COMPETENCY BASE OF EFL TEACHER TRAINING PROGRAM

Language component Science component Practicum component- Ts’ language proficiency

and communicative competence.

• teacher-made teaching materials (photocopied pamphlets, drama, and games)

• commercially prepared materials (textbooks,audio/video tapes, educational software)

- Ts’ knowledge about language and pedagogy

1. Methodology2. Linguistics and

associated disciplines

• Lectures, readings (teacher-made or commercially prepared), or discussions

• Handouts or presentations on journals and textbooks

- Ts’ knowledge about school settings and dynamics

1. Sociocultural practices2. Political & professional

guidelines • Observation, socialization,

and interaction.

• Reflective thinking and peer coaching

Materials evaluation in EFL teacher training programs

Language component Science componentPracticum component

- Pro-textbook view and anti-textbook view

- Careful selection based on evaluating:• program goals• theory of language• theory of learning• ls’ needs• cultural issues

- Definition and application of systematic criteria forevaluative reviews = context-sensitive.

- Potential benefits and limitations

The basis of the criteria- Careful selection of materials to closely reflect the aims, methods, and values of the teaching

program.- Ultimate/superior purpose: help learn effectively.

PRINCIPLES (CRITERIA)

Aims and objectives of EFL teacher training program (the knowledge/competency base)1: Teaching materials should focus on both theory and practice.2: Teaching materials should let learners construct the knowledge by theory-creating processes

Student teacher’s role3: Teaching materials should consider an active role for student teachers4: Teaching materials should provide learners with opportunities for self-researching and researching on teaching issues5: Teaching materials should support collaborative peer-coaching learning/teaching

The basis of the criteriaPRINCIPLES (CRITERIA)

Cultural issues6: Teaching materials should place a strong emphasis on contextual factors of the local culture

Teacher trainer’s role7: Teaching materials should provide opportunities for teacher trainers to model educational approaches in their teachings

Under the influence of constructivism and socio-cultural perspectives of learning, moreattention now is given to the importance of the process and context of learning, interaction andsocialization among learners, and self-construction of knowledge by teacher learners in thedevelopment of professional knowledge in teacher education.

Reference

Rahimi, M. (2008). What do we want teaching-materials for in EFL teachertraining programs? Asian EFL Journal, 31, 1-17. Retrieved fromhttp://www.asian-efl-journal.com/pta_Oct_08.pdf