Initial Language Teacher Education

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<ul><li><p>7/30/2019 Initial Language Teacher Education</p><p> 1/31</p><p>LanguageTeacher </p><p>Educationin Ch b t</p><p>Where we are, where to go</p><p>Dar o L u is B an eg as </p><p>Initial LanguageTeacher Education</p><p>in Chubut</p><p>Looking at the structural components of our profession</p><p>Dar o L u is B an eg as </p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 2/31</p><p>in Chubut One day I asked myself </p><p>How can we improve our ILTE pro gram m es in Chubut following teachers perceptionsin terms of the balance in theory-prac t ice </p><p>and the kn ow ledg e base so that they really respond to the particular context of situation where ELT takes place in</p><p>Chubut?</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 3/31</p><p>The context</p><p>&amp;\</p><p>&amp;\</p><p>&amp;\</p><p>&amp;\</p><p>&amp;\&amp;\</p><p>&amp;\</p><p>&amp;\&amp;\</p><p>&amp;\ &amp;\IIIIII</p><p>VV</p><p>ISFD N 803</p><p>ISFD N : 801, 808</p><p> Anexo N : 807</p><p> Anexo N : 807</p><p> Anexo N : 807</p><p>ISFD N : 809</p><p> Anexo N : 809</p><p>ISFD N : 802, 807</p><p>Cdro. Rivadavia</p><p>Trelew</p><p>Pto. MadrynEsquel</p><p>LagoPuelo</p><p>Gdor. Costa</p><p>SarmientoR o Mayo</p><p>VIVI</p><p>IVIV</p><p>IIIIII</p><p>ISFD N : 804ISFD N : 805</p><p>ISFD N : 806ISFD N : 810</p><p>ISFD N : 811</p><p>Rawson</p><p>ISFD N : 812</p><p>&amp;\ INSTITUTO SUPERIOR DE FORMACI N DOCENTETheme2.shp</p><p> N</p><p>EW</p><p>S</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 4/31</p><p> And that led me to consider </p><p> The developmental position in the T-Pdebate.</p><p> Types of knowledge in LTE Models of teaching</p><p> ILTE programmes in Chubut</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 5/31</p><p>Over to you ( Already?)</p><p> Have you got any experience in PRESETand/or INSET? Elaborate, please.</p><p> A vivid memory from your PROFESORADO.</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 6/31</p><p>Theory and Practice</p><p> What do we mean by THEORY in LTE? And PRACTICE?</p><p> Are teachers responsible for this divide? Positions in PRESET:</p><p>non-compat ib i l i ty </p><p>eclect ic developmenta l </p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 7/31</p><p>Theory-Practice-Praxis</p><p> How do course designers see the field?</p><p> Are we interested in t ra in ing or educat ing teachers to be?</p><p> How is this realised in course strands?</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 8/31</p><p>Types of knowledge</p><p> ScenarioYoure the head of an EFL Department at a school</p><p>and you need to fill up a post. Would you</p><p>choose A- a native speaker from India?B- a native speaker from Kenya with a CELTA</p><p>certificate?</p><p>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?</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 9/31</p><p>TYPES OF KNOWLEDGE What types of knowledge should there be in ILTE?</p><p> What types do these subjects represent?</p><p>- Linguistics- English Literature and Culture- Portuguese- History and Geography- Methodology</p><p>- Practicum- Phonetics- Research in Education- Psychology</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 10/31</p><p>Content Knowledge</p><p> Knowledge of the language(subject-matter knowledge)</p><p> Improvement of the TL</p><p> Cultural knowledge</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 11/31</p><p>Sources of CK</p><p> A functional view of Linguistics?</p><p> Intercultural competence: Sociolinguistics and World Englishes .</p><p> Language improvement: languageawareness and loop input .</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 12/31</p><p>General Pedagogical Knowledge</p><p> Traditional sources Incorporating other sources:</p><p>- Teachers as theorisers.- Cheng et al, 2005, 2009 on teachers </p><p>beliefs and the social construction of </p><p>knowledge.</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 13/31</p><p>Pedagogical Content Knowledge</p><p> ELT and pedagogic valency.</p><p> Interconnection of sources, proceduresand seminars.</p><p> Congruent teaching (Swennen et al. 2008)</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 14/31</p><p>PCK</p><p> PCK in a context-responsive curriculum.</p><p> Teacher Cognition vs SLA?</p><p> Including a third language.</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 15/31</p><p>Models of Teaching</p><p> Come to my class so that then you can dowhat I do </p><p> Do what Jeremy Harmer and Penny Ur say </p><p> Do what you think is best </p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 16/31</p><p>In ChubutSTRAND YEAR SUBJECT PERCENTAGE of hours allocated to</p><p>the strand in the programme </p><p>General Formation 1 Professional Practice IResearch in Education I </p><p>27.9 % </p><p>2 Professional Practice II</p><p>Research in Education II 3 Professional Practice III (in English)</p><p>Research in Education III</p><p>4 Professional Practice IV (in English) </p><p>Specialised Formation 1 Learner, Learning and Context I 7.2 % </p><p>2 Learner, Learning and Context II </p><p>3 Learner, Learning and Context III </p><p>4 Sociocultural Issues and Diversity</p><p>Subject Oriented Formation(all in English except L3) </p><p>1 English IMorphology and Syntax IPhonetics IEnglish Culture </p><p>64.9 % </p><p>2 English IIMorphology and Syntax IIPhonetics IIIntroduction to English Literature </p><p>3 English IIIPhonetics IIIEnglish Literature ISecond Language Acquisition </p><p>4 English IVEnglish Literature IIAmerican Literature</p><p>Discourse AnalysisPragmaticsL3: Portuguese </p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 17/31</p><p>But the new LCN (2007)suggest </p><p> Specific formation: CK + PCK (Didactics):50-60 %</p><p> General Formation: GPK: 25-35%</p><p> Professional Practice Formation: PCK(Practicum): 15-25 %</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 18/31</p><p>So, then I moved on to </p><p> Methods:- Participants.</p><p>- Instruments.- Limitations.- Procedures.</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 19/31</p><p>Positive and negative aspects</p><p> Mention 2 positive aspects of your ILTE.</p><p> Mention 2 negative aspects now.</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 20/31</p><p>This is what I found out </p><p>0</p><p>5</p><p>10</p><p>15</p><p>20</p><p>25</p><p>30</p><p>Contentknowledge</p><p>Trainers PCK Methodologies</p><p>Serie1</p><p>0</p><p>2</p><p>4</p><p>6</p><p>8</p><p>10</p><p>12</p><p>14</p><p>16</p><p>18</p><p>Trainers GPK PCK T-P Subject-matter k</p><p>Serie1</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 21/31</p><p>More on impact</p><p> Content knowledgeLearning Grammar and Phonetics: 28</p><p>Learning Literature: 24Learning Linguistics: 18The way I was taught: 15</p><p>Learning Geography, History: 12</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 22/31</p><p>PCK</p><p> Designing material: 20 The practical aspects of Meth.: 20 Observing classes: 20</p><p> 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</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 23/31</p><p>GPK</p><p>Learning Psychology: 14Learning Pedagogy: 10</p><p>Learning about theories of education: 9</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 24/31</p><p>In general terms </p><p>0</p><p>2</p><p>4</p><p>6</p><p>810</p><p>12</p><p>14</p><p>16</p><p>18</p><p>20</p><p>CK PCK GPK</p><p>Serie1</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 25/31</p><p>Balance between T-P</p><p> What do you think?</p><p> This is what theythink </p><p>46%</p><p>54%</p><p>Theory</p><p>Practice</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 26/31 </p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 27/31</p><p>Balance in the knowledge base</p><p>Subject matter knowledge</p><p>35%</p><p>General cultural</p><p>knowledge21%</p><p>ELTpedagogicalknowledge</p><p>27%</p><p>Generalpedagogicalknowledge</p><p>17%</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 28/31</p><p>The future of ILTE</p><p>0</p><p>2</p><p>4</p><p>6</p><p>8</p><p>10</p><p>12</p><p>14</p><p>16</p><p>18</p><p>Coherence Praxis Context Technologies</p><p>Serie1</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 29/31</p><p>Conclusions</p><p> Subject-matter knowledge should be a firstpriority.</p><p> The pedagogical content knowledge strandneeds to devote more time and effort to fieldexperiences and the practicum.</p><p> Pedagogical components should provide abetter understanding of developmentalpsychology and motivation.</p><p> All strands which represent the three major types of knowledge need to increase loop inputexploration since though participants valuedcontent, they found procedures deficient.</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 30/31</p><p>And therefore </p><p>Towards coherence :workshops,</p><p>authentic collaborative work in curriculumdesign and classes.</p></li><li><p>7/30/2019 Initial Language Teacher Education</p><p> 31/31</p><p> </p></li></ul>


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