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:
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
Complementary readings Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. 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. 155-162). 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, 1-13. Available: http://www.revistas.unal.edu.co/index.php/male/issue/view/1239/showToc http://www.revistas.unal.edu.co/index.php/male/issue/view/1239/showToc
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.
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
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
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)
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.
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)
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.
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.