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页数:21页
时间:2019-07-11
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1、ReconceptualizingtheKnowledge-BaseofLanguageTeacherEducationDONALDFREEMANSchoolforInternationalTrainingKARENE.JOHNSONPennsylvaniaStateUniversityMovingbeyondthehistoricalandtheoreticaltraditionsthathavedefinedteachereducationinTESOLoverthelastquartercentury,inthisintroductorypieceweargueforareco
2、nceptualizationoftheknowledge-baseofESOLteachereducation.Essentialtothisrecon-ceptualizationisthepremisethattheinstitutionalformsandprocessesofteachereducationframehowtheprofessionrespondstothebasicsocioculturalprocessesoflearningtoteach.Assuch,ourteachereducationpracticesconstituteourprofessi
3、onalself-definition.Wear-guethatthecoreofthenewknowledge-basemustfocusontheactivityofteachingitself;itshouldcenterontheteacherwhodoesit,thecontextsinwhichitisdone,andthepedagogybywhichitisdone.Moreover,thisknowledge-baseshouldincludeformsofknowledgerepresentationthatdocumentteacherlearningwithi
4、nthesocial,cul-tural,andinstitutionalcontextsinwhichitoccurs.Finally,webelievetheknowledge-baseoflanguageteachereducationneedstoaccountfortheteacherasalearnerofteaching,thesocialcontextofschoolsandschoolingwithinwhichteacher-learningandteachingoccur,andtheactivitiesofbothlanguageteachingandlan
5、guagelearning.ThistripartiteframeworkcallsforabroaderepistemologicalviewofESOLteachereducation,onethataccountsforteachingasitislearnedandasitispracticed;wearguethatitwillultimatelyredefinehowweasteachereducatorscreateprofessionalsinTESOL.Inassemblingthisspecial-topicissueofTESOLQuarterlyonEngli
6、shlanguageteachereducation,werecognizethatwehaveembarkedonacomplexundertaking.WhereastheteachingofEnglishhasbeencentraltoTESOL’smissionsincetheassociation’sfoundingin1966,researchonlanguageteachereducationhasbeennoticeablymissingfromtheprofessionaldiscourse.AsearchoftheTESOLQuarterlycumulative
7、indexesfrom1980to1997revealsthatonly9%oftheTESOLQUARTERLYVol.32,No.3,Autumn1998397featuredarticlesarelistedunderthetopicteacherpreparation.ThesecriticallylownumbersinthepremierrefereedjournalinthefieldofTESOLareevidenceofproblemsnotofacc
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