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Belief and knowledge construction among modern foreign language teacher trainees
Language Learning Journal Pub Date : 2019-10-29 , DOI: 10.1080/09571736.2019.1666909
Adam Cooke 1
Affiliation  

ABSTRACT

There has recently been much criticism, at government level, of the role of universities on the training of teachers in the UK. This paper investigates the effects of an initial teacher education programme (ITE) at a higher education institution (HEI) on trainee modern foreign language teachers. Seven modern foreign language trainees teachers were interviewed in order to explore the evolution of their beliefs about language teaching and pedagogical content knowledge, with a focus on grammar during their engagement with a 10-month ITE programme, in the UK. Findings report on the transformative role that learning theories and, secondly subject specific second language acquisition theory, may have in shaping knowledge construction and how this may influence pedagogy. They furthermore highlight the influence of the HEI tutor, fellow trainees and professionals in the school teaching placement in the construction of trainee knowledge and beliefs.



中文翻译:

现代外语教师培训生的信念与知识建构

摘要

最近,政府层面对大学在英国教师培训中的作用提出了很多批评。本文调查了高等教育机构 (HEI) 的初始教师教育计划 (ITE) 对现代外语教师实习生的影响。七位现代外语实习教师接受了采访,以探索他们对语言教学和教学内容知识的信念的演变,他们在英国参加为期 10 个月的 ITE 课程期间重点关注语法。研究结果报告了学习理论,其次是特定学科的第二语言习得理论在塑造知识构建方面可能具有的变革性作用以及这可能如何影响教学法。他们进一步突出了HEI导师的影响,

更新日期:2019-10-29
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