Assignment :- 12 Second Language teacher education by Donald Freeman
Name :- Rathod Nikita p.
Roll no :- 23
Enrolment no :- 2069108420190038
Semester :- M. A. Semester - 3
Paper no :- 12 ( English Language Teaching - 1)
Topic :- Second Language Teacher Education by Donald Freeman
Year :- 2018 - 2020
Words :- 1522
Email - id :- nikitarathod0101@gmail.com
Submitted to :- S. B. Gardi Department of English. Maharaja krishnakumarsinhji Bhavnagar University.
(1) Second Language Teacher Education by Donald Freeman.
=> Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher-learners (Kennedy 1991).
The shifting ground of terminology has plagued L2 teacher education for at least the past 30 years. The four-word concept has tended to be an awkward integration of subject-matter ('second language') and professional process ('teacher education'). In this hybrid, the person of the teacher and the processes of learning to teach have often been overshadowed. As the relative emphasis has shifted, the focus among these four words has migrated from the content, the 'second language', to the person of the 'teacher', to the process of learning or 'education', thus capturing the evolution in the concept of L2 teacher education in the field. Until the latter half of the 1980s, the emphasis was on L2 teacher education. Primary attention was on the contributions of various academic disciplines - e.g. linguistics, psychology and literature - to what made an individual an 'L2 teacher'.
Accompanying professional meetings further served to establish the core interest in teacher education in the field and to articulate central issues (see Flowerdew et al. 1992; Li et al. 1994). Thus, the emphasis moved to the processes of teacher education inherent in the phrase, L2 teacher education, and to examining teacher education in L2s in its own right. Defining the content and processes of teacher education presents a major set of issues. Understanding how people learn to teach and the multiple influences of teacher-learners' past experiences, the school contexts they must enter and career paths they will follow (e.g. Freeman and Richards 1996) present, among others, an equally critical set of research and implementation concerns. Linking the two, as must be done to achieve fully effective teacher education interven-tions, is a third critical area of work.
It is ironic that L2 teacher education has concerned itself very little with how people actually learn to teach. Rather, the focus has conventionally been on the subject matter - what teachers should know - and to a lesser degree on pedagogy - how they should teach it. The notion that there is a learning process that undergirds, if not directs, teacher education is a very recent one (Freeman and Johnson 1998). There are many reasons for this gap between teacher education and teacher learning. Some have to do with the research paradigms and methods that have been valued and used in producing our current knowledge. In the case of teacher education, these paradigms raise questions about how teaching is defined and studied in education and how teacher education links to the study of teaching (see Freeman 1996a). Other reasons have to do with history. In the case of L2 teacher education, these reasons have raised the issue of how the so-called 'parent' disciplines of applied linguistics - cognitive and experimental psychology - and first language (LI) acquisition have defined what language teachers need to know and be able to do. Still other reasons have had to do with professionalisation and attempts to legitimise teaching through the incorporation of research-driven, as contrasted with practice-derived, knowledge to improve teaching performance.
There are many problems with this knowledge-transmission view (see Freeman 1994). Principally, it depends on the transfer of knowledge and skills from the teacher education programme to the classroom in order to improve teaching. Thus, this view overlooks, or discounts, the fact that the teacher learning takes place in on-the-job initiation into the practices of teaching. Further, it does not account for what practising teachers know about teaching and how they learn more through professional teacher education than they receive in-service, during their teaching careers.
The tension between researchers and practitioners, which could be termed 'colonialist', fuelled changes in research paradigms and agendas in education. In the mid-1970s new directions in research started to surface which sought to describe the cognitive processes teachers used in teaching. Variously labelled thoughts, judgements and decisions, these processes were examined for how they shaped teachers' behaviours, interactions and curriculums (see Shavelson and Stern 1981; Clark and Peterson 1986). In this interpretative or hermeneutic research paradigm, teachers were assumed to conduct their work in thoughtful, rational ways, drawing on contextual information about their students, curriculums, school cultures, policies, which was filtered through their own beliefs, judgements and values. Even with this shift in emphasis, however, teachers themselves were minimally included in these research and documentation processes. In fact, the research focused on finding conceptual models of teacher thinking that could be used in educating new teachers 'to perceive, analyse, and transform their perceptions of classroom events in ways similar to those used by effective teachers' (Clark and Peterson 1986: 281).
Background Research plays important role. Through Research we find the different opinions of the students are there. When we get different opinions at that time we find that how people believes in different ideas, and we also get some idea through this research. We know about their knowledge, their point of view, their ability. And we interacts with them. That's why they also clear about the research. Their doubts we solves only through conversation and interaction. So for teacher to interact congratulations becomes important tool. And through this communication some debates also happens, through this debates we find that the benefits and some negative points also there. So research becomes more useful. In teaching, the method becomes more important. Because through this method students learned a lot. And that's why it becomes important. And as a Teacher it becomes necessary, that student understands or not, students's point of view is important, creates some healthy atmosphere. This responsibility on the teacher. And students also get courage to speak, and they becomes active, and they participate, they involves and they also give suggestions. Their participation and their involvement is necessary and most important part. It is also depends upon the teacher also, how they behaves with students, their behaviour becomes important. Atmosphere plays important role in learning process. Creates some new techniques and apply and then because of atmosphere students inspires to do something. Through the teaching process, learning process also happens. And teacher get more innovative ideas. And Through the practice we learn. So practice also becomes important. And more practice gives more benefits and later on it becomes perfect. Through the new techniques, it brings a new change, for students it becomes completely new and strenge that's why they stars taking interest.
Acknowledging the existence of prior knowledge in teacher education has led directly to serious reconsideration of the role of institutional contexts in learning to teach. Clearly teacher-learners' ideas about teaching stem from their experiences as students in the context of schools; similarly, their new practices as teachers are also shaped by these institutional environments. The question is, what is the role of schools in learning to teach? In general, little attention has been paid to how the sociocultural forces and values in these institutional environments can shape, impede, encourage or discourage new teachers. Pre-service teacher education has treated schools as places where teacher-learners go to practise teaching in practica or internships, and eventually to work. Classrooms, students and schools have been seen as settings in which teacher-learners can implement what they are learning or have learned in formal teacher education.
These tensions - in time between specific needs and broad professional development, in place between the school and the teacher education institution, and in knowledge between what teacher-learners believe and what they should know - will always be central in the provision of teacher education. However, the more that providers of teacher education can account for time, place and prior knowledge in their programme designs, the more successful these programmes are likely to be.
* Conclusion :-
There has been an assumption in teacher education that the delivery of programmes and activities is the key to success. In this view, learning to teach is seen as a by-product of capable teacher-learners and teacher educators, and well-structured designs and materials. Thus, in a broad sense, teacher education has depended largely on training strategies to teach people how to do the work of teaching.
Name :- Rathod Nikita p.
Roll no :- 23
Enrolment no :- 2069108420190038
Semester :- M. A. Semester - 3
Paper no :- 12 ( English Language Teaching - 1)
Topic :- Second Language Teacher Education by Donald Freeman
Year :- 2018 - 2020
Words :- 1522
Email - id :- nikitarathod0101@gmail.com
Submitted to :- S. B. Gardi Department of English. Maharaja krishnakumarsinhji Bhavnagar University.
(1) Second Language Teacher Education by Donald Freeman.
=> Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher-learners (Kennedy 1991).
The shifting ground of terminology has plagued L2 teacher education for at least the past 30 years. The four-word concept has tended to be an awkward integration of subject-matter ('second language') and professional process ('teacher education'). In this hybrid, the person of the teacher and the processes of learning to teach have often been overshadowed. As the relative emphasis has shifted, the focus among these four words has migrated from the content, the 'second language', to the person of the 'teacher', to the process of learning or 'education', thus capturing the evolution in the concept of L2 teacher education in the field. Until the latter half of the 1980s, the emphasis was on L2 teacher education. Primary attention was on the contributions of various academic disciplines - e.g. linguistics, psychology and literature - to what made an individual an 'L2 teacher'.
Accompanying professional meetings further served to establish the core interest in teacher education in the field and to articulate central issues (see Flowerdew et al. 1992; Li et al. 1994). Thus, the emphasis moved to the processes of teacher education inherent in the phrase, L2 teacher education, and to examining teacher education in L2s in its own right. Defining the content and processes of teacher education presents a major set of issues. Understanding how people learn to teach and the multiple influences of teacher-learners' past experiences, the school contexts they must enter and career paths they will follow (e.g. Freeman and Richards 1996) present, among others, an equally critical set of research and implementation concerns. Linking the two, as must be done to achieve fully effective teacher education interven-tions, is a third critical area of work.
It is ironic that L2 teacher education has concerned itself very little with how people actually learn to teach. Rather, the focus has conventionally been on the subject matter - what teachers should know - and to a lesser degree on pedagogy - how they should teach it. The notion that there is a learning process that undergirds, if not directs, teacher education is a very recent one (Freeman and Johnson 1998). There are many reasons for this gap between teacher education and teacher learning. Some have to do with the research paradigms and methods that have been valued and used in producing our current knowledge. In the case of teacher education, these paradigms raise questions about how teaching is defined and studied in education and how teacher education links to the study of teaching (see Freeman 1996a). Other reasons have to do with history. In the case of L2 teacher education, these reasons have raised the issue of how the so-called 'parent' disciplines of applied linguistics - cognitive and experimental psychology - and first language (LI) acquisition have defined what language teachers need to know and be able to do. Still other reasons have had to do with professionalisation and attempts to legitimise teaching through the incorporation of research-driven, as contrasted with practice-derived, knowledge to improve teaching performance.
There are many problems with this knowledge-transmission view (see Freeman 1994). Principally, it depends on the transfer of knowledge and skills from the teacher education programme to the classroom in order to improve teaching. Thus, this view overlooks, or discounts, the fact that the teacher learning takes place in on-the-job initiation into the practices of teaching. Further, it does not account for what practising teachers know about teaching and how they learn more through professional teacher education than they receive in-service, during their teaching careers.
The tension between researchers and practitioners, which could be termed 'colonialist', fuelled changes in research paradigms and agendas in education. In the mid-1970s new directions in research started to surface which sought to describe the cognitive processes teachers used in teaching. Variously labelled thoughts, judgements and decisions, these processes were examined for how they shaped teachers' behaviours, interactions and curriculums (see Shavelson and Stern 1981; Clark and Peterson 1986). In this interpretative or hermeneutic research paradigm, teachers were assumed to conduct their work in thoughtful, rational ways, drawing on contextual information about their students, curriculums, school cultures, policies, which was filtered through their own beliefs, judgements and values. Even with this shift in emphasis, however, teachers themselves were minimally included in these research and documentation processes. In fact, the research focused on finding conceptual models of teacher thinking that could be used in educating new teachers 'to perceive, analyse, and transform their perceptions of classroom events in ways similar to those used by effective teachers' (Clark and Peterson 1986: 281).
Background Research plays important role. Through Research we find the different opinions of the students are there. When we get different opinions at that time we find that how people believes in different ideas, and we also get some idea through this research. We know about their knowledge, their point of view, their ability. And we interacts with them. That's why they also clear about the research. Their doubts we solves only through conversation and interaction. So for teacher to interact congratulations becomes important tool. And through this communication some debates also happens, through this debates we find that the benefits and some negative points also there. So research becomes more useful. In teaching, the method becomes more important. Because through this method students learned a lot. And that's why it becomes important. And as a Teacher it becomes necessary, that student understands or not, students's point of view is important, creates some healthy atmosphere. This responsibility on the teacher. And students also get courage to speak, and they becomes active, and they participate, they involves and they also give suggestions. Their participation and their involvement is necessary and most important part. It is also depends upon the teacher also, how they behaves with students, their behaviour becomes important. Atmosphere plays important role in learning process. Creates some new techniques and apply and then because of atmosphere students inspires to do something. Through the teaching process, learning process also happens. And teacher get more innovative ideas. And Through the practice we learn. So practice also becomes important. And more practice gives more benefits and later on it becomes perfect. Through the new techniques, it brings a new change, for students it becomes completely new and strenge that's why they stars taking interest.
Acknowledging the existence of prior knowledge in teacher education has led directly to serious reconsideration of the role of institutional contexts in learning to teach. Clearly teacher-learners' ideas about teaching stem from their experiences as students in the context of schools; similarly, their new practices as teachers are also shaped by these institutional environments. The question is, what is the role of schools in learning to teach? In general, little attention has been paid to how the sociocultural forces and values in these institutional environments can shape, impede, encourage or discourage new teachers. Pre-service teacher education has treated schools as places where teacher-learners go to practise teaching in practica or internships, and eventually to work. Classrooms, students and schools have been seen as settings in which teacher-learners can implement what they are learning or have learned in formal teacher education.
These tensions - in time between specific needs and broad professional development, in place between the school and the teacher education institution, and in knowledge between what teacher-learners believe and what they should know - will always be central in the provision of teacher education. However, the more that providers of teacher education can account for time, place and prior knowledge in their programme designs, the more successful these programmes are likely to be.
* Conclusion :-
There has been an assumption in teacher education that the delivery of programmes and activities is the key to success. In this view, learning to teach is seen as a by-product of capable teacher-learners and teacher educators, and well-structured designs and materials. Thus, in a broad sense, teacher education has depended largely on training strategies to teach people how to do the work of teaching.
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