By Michael Grenfell

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Extra info for Training Teachers In Practice (Modern Languages in Practice, 9)

Example text

The two approaches share two assumptions about teaching; firstly, that it is mainly concerned with pedagogy, or a technicist view of classroom activity; secondly, that it is possible to draft lists of technical skills in an explicit manner. The technicist view of teaching, where lessons are viewed as a series of prescribed procedures, has had increasing popularity in recent years, especially in the USA where curricula as well as individual lessons are often set out in an instrumental manner (cf.

The reflective practitioner is located at the bottom right-hand corner; the development of personal (fundamental) educational theory based on practice and formally expressed principles of teaching. School experience and talk with teachers/mentors and HEI-based tutors might be understood as activity at this point. Most of the trainees' reflections on their training experiences as reported in the case stories can be located in this area of the diagram. The CBTE movement, and with it the TTA criteria, very much represent the bottom left-hand side of the triangleeducational principlesexcept that these are drawn not from research but largely from a common-sense view of teaching.

From such research, we know that teachers do reflect, of course, in a number of different ways and on many aspects of teaching. Diamond (1991), for example, shows how teachers' personal ways of thinking about lessons < previous page page_30 next page > < previous page page_31 next page > Page 31 show up in their routines and structures of lessons. Carter and Doyle (1987) relate aspects of lesson planning to issues of classroom management: teachers are aware to a greater or lesser extent of practical arguments for doing things in a certain way.

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