Theory and practice in EFL teacher education : bridging the gap


    • Hüttner, Julia Isabel


Theory and practice in EFL teacher education : bridging the gap

edited by Julia Hüttner... [et al.]

(New perspectives on language and education)

Multilingual Matters, c2012

  • : hbk
  • : pbk

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Includes bibliographical references and indexes



This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation.


Acknowledgements Julia Huttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner: Introduction Part 1 Conceptualising the Issue of Theory and Practice Henry G. Widdowson: Closing the Gap, Changing the Subject Amy B. M. Tsui: The Dialectics of Theory and Practice in Teacher Knowledge Development Joachim Appel: Moments of Practice: Teachers' Knowledge and Interaction in the Language Classroom Part 2 Developing Language Teachers' Knowledge Base Armin Berger: Creating Language Assessment Literacy: A Model for Teacher Education Penny Ur: Grammar Teaching: Theory, Practice and English Teacher Education David Newby: Cognitive + Communicative Grammar in Teacher Education Susanne Reichl: Towards a Stronger Intervention: The Role of Literature in Teacher Education Part 3 Assisting Language Teachers' Knowledge Construction Sandra Hutterli and Michael C. Prusse: Supporting the Transfer of Innovation into Foreign Language Classrooms: Applied Projects in In-service Teacher Education Julia Huttner and Ute Smit: Developing Student Teachers' 'Pedagogical Content Knowledge' in English for Specific Purposes: The 'Vienna ESP Approach' Barbara Mehlmauer-Larcher: The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-service Teacher Education Part 4 Addressing Established Paradigms Irena Vodopija-Krstanovic: NESTs vs. Non-NESTs: Rethinking English Language Teacher Identities Eva Vetter: Multilingualism Pedagogy: Building Bridges between Languages

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