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1、BEYONDTRAINING:APPROACHESTOTEACHEREDUCATIONINLANGUAGETEACHING*JackCRichardsTwoapproacheshaveemergedinsecondandforeignlanguageteachereducationprogrammesinrecentyears.Oneiseducationas"training",amodelthathascharacterizedtraditionalapproachestoteachereducationandwhichstillrepre-sentst
2、hemainstreamofcurrentpractice.Asecondapproachisreferredtoas"development".Thecontrastbetweentraininganddevelopment(withtheterm"education"beingamoregeneralandinclusiveterm)isausefulwayofcharacter-izinganddescribingoptionsinteachereducation(Lange,1983,Richards1987,Freeman1989),andinth
3、ispaperitwillbeusedtodescribealternativesavailabletothoseplanningteachereducationprogrammes.Toclarifythedifferencebetweenthesetwoapproachesandtheimplicationsforteachereducationpro-grammes,Iwillexamine5aspectsofteachereducation,contrastinga"training"versus"development"perspectivefor
4、eachone.TheyareApproach,Content,Process,TeacherRoles,andTeacher-EducatorRoles.TEACHEREDUCATIONASTRAINING1ApproachBy"approach"Irefertotheconceptualframeworkorphilosophyunderlyingtheprogramme,thatis,thetheoryandassumptionsaboutteachingandteachereducationthatprovidethestartingpointfor
5、programmedevelopment.Anumberofinterrelatedthemescharacterizeatrainingperspective.Manyoftheseareimplicitratherthanovertandhavetobeteasedoutorinferredfromlookingattheprogrammesthemselvesandhowtheyareimplemented.(i)Thefirstassumptionisthatstudentteachersorteachers-in-serviceenterthepr
6、ogrammewithdeficienciesofdifferentkinds(Breenetal.1989).Thesemaybedeficienciesofknowledgeaboutthesubjectmatter(e.g.,theEnglishlanguage,CurriculumDesign,Reading,ESP)orlackofspecificskillsorcompetencies(e.g.,intheuseofcomputersortheabilitytoteachprocesswriting).(ii)Thesecondassumptio
7、nisthatthecharacteristicsofeffectiveteachingareknownandcanbedescribedindiscreteterms,oftenasskillsorcompetencies.Teachingisnotviewedasmainlyindividualorintuitivebutassomethingreduci-bletogeneralrulesandprinciplesandderivedfrompre-existingknowledgesources.Oftenthesecharacteristicsar
8、eidentifiedwithaspecificme
