This document discusses key shifts in teacher education, including a move from product-oriented to process-oriented theories and a greater focus on practical experiences and classroom-centered research. It outlines different conceptions of teacher education, from traditional views of training to apply knowledge versus intellectual awareness. Models of language teacher education are presented, from the craft model focusing on observing experts to the reflective model of adapting one's own practice. Theories underlying these models and considerations for teacher education like the role of reflection, narratives, practical experience, research, and the experiences of both native and non-native teachers are also summarized.

1. Teacher Education
Crandall, 2000
Fariba Chamani
(2016)

2. Introduction
Effects of
General edu.
on LT edu.
Major Shifts
1. A shift from transmission,
product-oriented theories to
process-oriented theories
2. A focus on context and the
link between theory &
practice
3. A focus on self-observation
& reflective teaching
4. A shift from short-term
workshops to sustained in-
service programs
Greater
focus on
1. Practical experiences
2. Classroom-centered /
teacher research

3. Conceptions of LT
Different
Views
Education Training
Traditional
view
Development of language
knowledge, language teaching
and learning
Development of skills to
apply this knowledge in the
practice of language
teaching
Widdowson
(1997)
Intellectual awareness of
theoretical principles
underlying particular practices
(problem-oriented )
Practical techniques to
cope with predictable
events (solution-oriented)
Wallace
(1991)
Education & Training : can be presented or managed by
others but
Development: can be done only by and for oneself

4. Models of LT (Wallace, 1991)
• Less experienced teachers
learn through observing
those with more experience.
Craft model
• Knowledge is learned from
experts and then applied in
real-world contexts.
Applied
science
model
• Teachers reflect upon,
evaluate, and adapt their
own practice.
Reflective
model

5. Theories Underlying LT Models
• Teaching as doing
• A behavioral model
Craft model
• Teaching as thinking and doing
• A cognitive model
Applied
science
model
• Teaching as knowing what to do
• An interpretivist view
Reflective
model

6. From Methods To Methodology
Methods
 Traditional view
 Top-down
 “Products” for teachers
to learn and “match”
 Prescriptive
 Product-oriented
Methodology
 Constructivist view
 Bottom-up
 Reflections on
experiences
 Context-specific
 Process-oriented

7. 1. Teacher Cognition And Beliefs
 Teachers think and act based on their own beliefs
 If they are aware of these beliefs & learn how to
think, they will consider new techniques or
changes in practices.
 In addition, teacher cognition is “situated” in
practice; thus, context plays an important role in
the ways they think & act.

8. 2. The Role Of Reflection
 Teacher inquiry and reflection is important to the
development of language teaching theory and
appropriate language teacher education.
 Reflection on experience provides a means for
developing more informed practice, making tacit
beliefs and practical knowledge explicit,
articulating what teachers know and leading to
new ways of knowing and teaching.

9. 3. Teacher Narratives & Case Studies
 Narratives (stories, cases, lessons, anecdotes)
provide a means of bridging theory and practice
and demonstrating the complexity of teaching.
 They provide contextualized portraits of the
many factors which influence teacher decision
making and behavior in the classroom

10. 4. The Role Of Practical Experience
 Practica (practical experiences & teaching
practice) is part of most LT education programs.
Yet, they are often too few, too late, and not
much focused on realities of classroom, or
school.
 Prospective teachers need more Practica to link
theory with practice and to learn from
experienced teachers, while offering experienced
teachers an opportunity to learn from them.

11. 5. The Role Of Research
 Teachers can reconsider their assumptions and
practices and enhance teacher professionalism
through doing classroom research, focused on
observation and analysis.
 Such research can be undertaken collaboratively
by teacher educators/researchers and teachers or
individually by teachers researching their own
classrooms.

12. Assessment In LT Education
 Teachers performance is assessed based on a teaching
portfolio along with a CV, transcripts, letters of
reference, and teaching evaluations that provide
concrete evidence of teacher capability and ongoing
development.
 A teaching portfolio includes: audio/videotapes of
classroom teaching; examples of student work; lesson
plans, curriculum guides, or syllabi; entries from a
teaching log or journal; statements of a personal
philosophy of teaching; or simulated performances
such as role plays, or interviews.

13. Native/Non-native Professionals In ESL &
EFL Contexts
 Determining who is a “native speaker” is not
simple, and the linkage between native-speaking
proficiency and professional competence is also
often misconstrued.
 Research has also documented the concerns that
non-native-speaking teacher candidates have in
teaching in a context in which most of the
teachers are native speakers.

14. Solutions For Native/Non native issues
 Pairing non-native & native-speaking students in field
experiences and other practica
 Assigning non-native-speaking teacher candidates to
non-native-speaking mentor teachers
 Integrating issues related to non-native speakers
throughout the curriculum
 Addressing language-proficiency needs
 Addressing the problematic situations in EFL
contexts: large classes, limited resources,…

15. Considerations For Experienced Teachers
 The studies on the development of experienced
teachers include:
 Importance of shared responsibility for the
design and delivery of in-service programs,
 Sustained time for learning and reflection, and
 Opportunities for feedback and reflection.

16. Hayes (1995) Advice About In-service
Teacher-training Programs
 Sessions should be task-based, classroom-
centered, and practical, focusing on both the
application of theory to practice and awareness-
raising, with shared responsibility in the design
and the implementation of the program.
 Teachers should also have opportunities to
practice innovations through microteaching, peer
teaching, and poster sessions before returning to
their classrooms and, where possible, engage in
follow-up sessions.