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.
Table des matières
Acknowledgements
Julia Hüttner, 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 Hüttner 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
A propos de l’auteur
Julia Hüttner is Professor of English Language Education at the University of Vienna, Austria, having moved there from the University of Southampton in 2018. Her main research interests lie in Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI) and language teacher cognition. She also addresses the use of video resources to foster teacher learning and development. Her publications include a monograph, edited volumes and numerous journal articles.
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