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7/30/2019 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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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

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Contentknowledge

Trainers PCK Methodologies

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Trainers GPK PCK T-P Subject-matter k

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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

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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

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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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