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Teachers’ knowledge base (KB): Views and implications Universidad de Antioquia Master’s in Foreign Language Teaching and Learning Course: EFL Professional.

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Presentation on theme: "Teachers’ knowledge base (KB): Views and implications Universidad de Antioquia Master’s in Foreign Language Teaching and Learning Course: EFL Professional."— Presentation transcript:

1 Teachers’ knowledge base (KB): Views and implications Universidad de Antioquia Master’s in Foreign Language Teaching and Learning Course: EFL Professional Development and Teacher Education Prof. Melba Libia Cárdenas B November 26, 2010

2 Complementary readings Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), Johnson, K. y Golombek, P. (Eds.) (2002). Teachers’ Narrative Inquiry as Professional Development. Cambridge: Cambridge University Press. (pp. 1-14). Golombek, P. (2009). Personal practical knowledge in L2 teacher education. In A. Burns & J. C. Richards (Eds.), Second Language Teacher Education (pp ). Cambridge: Cambridge University Press. Cortés, L., Hernández, J. y Arteaga, R. (2008). ¿Qué espera La sociedad colombiana del docente de lenguas extranjeras? Matices en Lenguas Extranjeras, 2, Available:

3 Freeman & Johnson (1998). Reconceptualizing the knowledge-base of LTE (1) o Must focus on: The activity of teaching The T who does it The contexts The pedagogy by which it is done. o Include: “forms of K representation that document T learning within the social, cultural, and institutional contexts in which it occurs” (p. 397). o Account for: The T as a learner of teaching The social context of schools and schooling within which T-learning and teaching occur The activities of both L teaching and L learning.

4 Freeman & Johnson (1998). Reconceptualizing the knowledge-base of LTE (2) o A broader epistemological framework that is more connected to the activity of teaching itself and within which both conceptual knowledge (theory) and perceptual knowledge (practice) are hihlighted, valued, and experienced  inform and reform teachers’ practices (p. 405). Domains: The nature of The teacher-learner The schools and schooling (social context) Language teaching (pedagogical processes: thinking and activity; subject matter, content, L learning). Domains and processes: p. 406

5 Johnson & Golombek (2002). Teachers’ Narrative Inquiry as PD (1) Origins: Reflective teaching movement The predominance of action research The teacher research movement Dewey’s educational philosophy: continuity of experience (2938), connect.  In TEd: A method in and an object of inquiry. Potentials of NI Re-storing experiences: essential to T’s personal and social growth  To create a “new sense of meaning and significance” (Clandinin & Connelly, 2000). Systematic inquiry of Ts by Ts  individual and public K about teaching (Lytle & Cochran-Smith, 1992). Validation of local forms of K

6 Johnson & Golombek (2002). Ts’ Narrative Inquiry as PD (2) Ts’ stories of inquiry embody: Emotion emotions A mind-set (a set of attitudes: Dewey): open-mindedness responsibility wholeheartedness (p.5) Personal and professional worlds (seen: “subjective”) Ts’ stories of inquiry are: Are not: Separated from sociocultural and sociohistorical contexts from which they emerge A set of prescriptive skills or tasks Abstract theory, but “knowing in action”. Not only about PD; they are PD Driven by Ts’ inner desire (p. 6)

7 Golombek, P. (2009). Personal practical knowledge (PPK) in L2 teacher education Components of PPK Experiential Situational Dynamic “Storied” dimension The construct of “image” PPK serves as a kind of framework through which teachers make sense of their classrooms. Issues & directions! (p.158) Current approaches & practices How L learning experiences influence theory and practice How beliefs and K inform Ts How previous experience and K affects understandings of subject matter K The role of K in introspection and reflection The role of K in studies of expertise The use of story, practitioner research, narrative inquiry.

8 Cortés, Hernández y Arteaga (2008). ¿Qué espera la sociedad colombiana del docente de lenguas extranjeras? (1) Cortés: Implicit issues: Are requirements legitimate? Where do they come from? Open mind? Competencies: “saber, saber hacer, saber ser” We are “unique”, “different”, the specificity of our profession  User, analyst, researcher, & deep knowledge of L1 Should the university respond to the demands of the society or should it go beyond the market? (p. 5)

9 Cortés, Hernández y Arteaga (2008). ¿Qué espera la sociedad colombiana…? (2) Hernández: General Ts’ profile Based on field work / studies? Methods in L2 teaching  Ts’ KB Ts and learners as social actors Arteaga: What is good teaching? Whose needs? Which ones? The core: - The teaching activity  communicate - Not just theory  Plural & multicultural views - Citizenship.

10 Cortés, Hernández y Arteaga (2008). ¿Qué espera la sociedad colombiana del docente de lenguas extranjeras? (3) Points of coincidence: French, German  English Implications for: The teaching of English in our country TEd and PD.


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