Analysis of Curriculum Components of Language Teacher Education：Enhancing Academic Knowledge or Developing Professional Skills?
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Two of the principal goals of language teacher education are to enhance teachers’ academic knowledge and to develop their teaching practices. Yet, there is a paucity of empirical studies to verify how these goals are realized at actual curriculum of teacher education programs. The present study investigates curricula of language teacher education in order to identify how these dual goals are addressed across programs at the curriculum level. First, the analysis of required courses of 30 randomly selected programs shows that there are too small a number of language education courses to address relevant topics and issues with a sufficient depth. Furthermore, linguistics and education have figured most prominently in academic content across curricula, although linguistic courses outnumber education courses considerably. Second, a detailed case study of one teacher education program looks into the relationship between programmatic features behind its curriculum and the students’ evaluation of them. It is found that, while the course works are designed to develop students’conceptual capacity for their independent decision-makings in their classrooms, students are more concerned with whether and to what degree given courses reflect their classroom realities. Implication for curriculum designers and further studies are discussed.
Abstract
Two of the principal goals of language teacher education are to enhance teachers’ academic knowledge and to develop their teaching practices. Yet, there is a paucity of empirical studies to verify how these goals are realized at actual curriculum of teacher education programs. The present study investigates curricula of language teacher education in order to identify how these dual goals are addressed across programs at the curriculum level. First, the analysis of required courses of 30 randomly selected programs shows that there are too small a number of language education courses to address relevant topics and issues with a sufficient depth. Furthermore, linguistics and education have figured most prominently in academic content across curricula, although linguistic courses outnumber education courses considerably. Second, a detailed case study of one teacher education program looks into the relationship between programmatic features behind its curriculum and the students’ evaluation of them. It is found that, while the course works are designed to develop students’conceptual capacity for their independent decision-makings in their classrooms, students are more concerned with whether and to what degree given courses reflect their classroom realities. Implication for curriculum designers and further studies are discussed.
참고문헌 (23)
- ACTFL, "ACTFL proficiency guidelines for speaking" (1999), ACTFL
- Allwright, D., "Observation in the language classroom" (1988), Longman
- Bernhardt, E., "A decade of research in foreign language teacher education", Modern Language Journal, 71(3), pp.289~299 (1987)
- Celce-Murcia, M., "Language teaching approaches:An overview. in: Teaching English as a second or foreign language(2ed.)", pp.3~11 (1991), Heinle & Heinle Publishers
- Elliot, J., "Implications of classroom research for professional development. in: World Yearbook of Education 1980: Professional development of teachers" (1980), Nichols
- Fanselow, J. F., "Beyond Rashomon:Conceptualizing and describing the teaching act", TESOL Quarterly, 11(1), pp.17~39 (1977)
- Feiman-Nemser, S., "The cultures of teaching. in: Handbook of research on teaching (3ed.)", pp.505~526 (1986), Macmillan
- Freeman, D., "Teacher training, development, and decision making:A model of teaching and related strategies for language teacher education", TESOL Quarterly, 23(1), pp.27~45 (1989)
- Halliday, M. A. K., "Language as social semiotic:The social interpretation of language and meaning" (1978), University Park Press
- Howey, K., "Designing coherent and effective teacher education programs. in: Handbook of research on teacher education", pp.143~170 (1996), Macmillan
- Johnson, K., "The emerging beliefs and instructional practices of preservice English as a second language teachers", Teaching and Teacher Education, 10(4), pp.439~452 (1994)
- Johnson, R. J., "Revising the scope and content of the foreign language teacher education curriculum", Language Association Bulletin, 42(1), pp.1990~1991 (1951)
- Lange, D. L., "A blueprint for a teacher development program. in: Second language teacher education", pp.245~268 (1990), Cambridge University Press
- Littlewodd, W., "Communicative language teaching:An introduction" (1981), Cambridge University Press
- Lortie, D., "School teacher:A sociological study" (1975), University of Chicago Press
- Moskowitz, G., "The effects of training foreign language student teachers in interaction analysis", Foreign Language Annals, 1(3), pp.218~235 (1968)
- Richards, J., "The dilemma of teacher education in second language teaching. in: Second language teacher education", pp.3~15 (1990), Cambridge University Press
- Richards, K., "Introduction. in: Applying conversation analysis", pp.1~15 (2005), Palgrave Macmillan
- Schwartz, H., "The changing nature of teacher education. in: Handbook of research on teacher education (2ed.)", pp.3~13 (1996), Macmillan
- Shon, D. A., "The reflective practitioner:How professional think in action" (1993), Basic Books
- TESOL, "Guidelines for the certification and preparation of Teachers of English to Speakers of Other Languages in the United States. in: Directory of professional preparation program in TESOL in the United States", pp.280~283 (1995), TESOL Inc
- van Ek, J., "Systems development in adult language learning:The threshold level in a European unit credit system for modern language learning by adult" (1975), Council of Europe
- Zhang, X., "Survey of TESOL preparation programs in the US", Paper presented at the annual meeting of the teachers of English to Speakers of Other Languages (1990)