TY - JOUR
T1 - Development in the practical knowledge of language teachers
T2 - a comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East
AU - Wyatt, Mark
AU - Borg, Simon
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in 'Innovation in language learning and teaching' on 2011, available online: http://wwww.tandfonline.com/10.1080/17501229.2010.537340.
PY - 2011
Y1 - 2011
N2 - Current thinking in language teacher education emphasises the importance of the development of teachers' practical knowledge. However, while several studies have focused on describing practical knowledge in different contexts, there has been less research conducted into the manner in which practical knowledge develops in the context of in-service teacher education and into the factors that influence such development. These issues are addressed in this paper, which explores how three teachers of English on an in-service BA Teaching English to Speakers of Other Languages programme in the Middle East grew in practical knowledge, specifically with regard to the design and use of communicative tasks. Using qualitative data, the article charts their development over 3 years, examining changes in their ideas and practices. Implications for in-service language teacher education are discussed.
AB - Current thinking in language teacher education emphasises the importance of the development of teachers' practical knowledge. However, while several studies have focused on describing practical knowledge in different contexts, there has been less research conducted into the manner in which practical knowledge develops in the context of in-service teacher education and into the factors that influence such development. These issues are addressed in this paper, which explores how three teachers of English on an in-service BA Teaching English to Speakers of Other Languages programme in the Middle East grew in practical knowledge, specifically with regard to the design and use of communicative tasks. Using qualitative data, the article charts their development over 3 years, examining changes in their ideas and practices. Implications for in-service language teacher education are discussed.
U2 - 10.1080/17501229.2010.537340
DO - 10.1080/17501229.2010.537340
M3 - Article
SN - 1750-1229
VL - 5
SP - 233
EP - 252
JO - Innovation in Language Learning and Teaching
JF - Innovation in Language Learning and Teaching
IS - 3
ER -