TY - JOUR
T1 - From Theory to Practice
T2 - How Do We Prepare Teachers for Second Language Classrooms?
AU - Tedick, Diane J.
AU - Walker, Constance L.
PY - 1995
Y1 - 1995
N2 - ABSTRACT Major reform efforts in the field of teacher education have occurred during the past decade. This article provides a description of one institution's response to reform efforts within the context of a post‐baccalaureate second language teacher education program, which combines the preparation of foreign language and English as a second language (ESL) teachers. The description begins with a brief overview of the theoretical and philosophical foundations that guide practice within the program. These foundations include a brief analysis of what the authors perceive as fundamental problems in second language education as well as their beliefs that teachers and students both act as knowers and learners in an active, experiential, and integrative process; that teaching is context sensitive; and that reflection is a cornerstone in teacher development. The program description details how the various components–underlying themes, coursework, experiences, and demonstrations of growth–interact to form an integrated whole. The article also highlights challenges that face second language teacher educators and invites colleagues in the profession to continue dialogue on the issues. © 1995 American Council on the Teaching of Foreign Languages
AB - ABSTRACT Major reform efforts in the field of teacher education have occurred during the past decade. This article provides a description of one institution's response to reform efforts within the context of a post‐baccalaureate second language teacher education program, which combines the preparation of foreign language and English as a second language (ESL) teachers. The description begins with a brief overview of the theoretical and philosophical foundations that guide practice within the program. These foundations include a brief analysis of what the authors perceive as fundamental problems in second language education as well as their beliefs that teachers and students both act as knowers and learners in an active, experiential, and integrative process; that teaching is context sensitive; and that reflection is a cornerstone in teacher development. The program description details how the various components–underlying themes, coursework, experiences, and demonstrations of growth–interact to form an integrated whole. The article also highlights challenges that face second language teacher educators and invites colleagues in the profession to continue dialogue on the issues. © 1995 American Council on the Teaching of Foreign Languages
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U2 - 10.1111/j.1944-9720.1995.tb00823.x
DO - 10.1111/j.1944-9720.1995.tb00823.x
M3 - Article
SN - 0015-718X
VL - 28
SP - 499
EP - 517
JO - Foreign Language Annals
JF - Foreign Language Annals
IS - 4
ER -