THE CURRICULUM OF SECOND LANGUAGE 1

TEACHER EDUCATION

(Breen & Candlin, 1980, p.

2)
 THE CURRICULUM OF SECOND LANGUAGE 2
TEACHER EDUCATION

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LEARNING

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GOALS EVALUATION
EXPERIENCES
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• View of teaching: competency-based
-------------------------------- • Demonstration and delivery pattern. Unexisting
Britten language content knowledge and skills. • Lacking a strong theoretical grounding
(1985) • Demands from sts: Teacher-consumer. in professional learning theory.
• Prior knowledge: disregarded.
Applied
Lingustics
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• View of teaching: constructivist view
-------------------------------- • Reflective practice (Wallace, 1991). • Creating communities of practice in
of how people learn to teach. • Student teacher’s development of classroom and schools.
Demands from sts: the teacher as autonomous judgment and practical theory • Participation in teaching and
learner of teaching reflecting (Lockhart & Richards, 1994). learning activity.
1990s practitioner who theorises practice. • School-based teacher learning (Fish, 1989) • Research and theorisation.
• Prior knowledge: (ST) prior learning • Participation in social practices and context
experiences and beliefs. associated with teaching.

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• View of teaching: Sociocognitive,
-------------------------------- • Institutionally-based sessions and in real • Means of evaluating personal and
philsophy-based, selection of content. schools and classrooms, with an emphasis profesional learning.
• Demands from sts: reflective teachers. on awareness-raising, collaborative learning, •
Early 21st • knowledge: Previous learning and life reflection and learning from experience.
Long-term, research-based follow-
up of successful graduates of SLTE
Century experience. • Learning-to-teach in context (Johnson, 2006; programmes.
2009). • Philosophy-based evaluation
practices.