Language Teachers’ Philosophies of Teaching: Bases for Development and Possible Lines of Investigation

Crookes, Graham

doi:10.1111/j.1749-818x.2010.00258.x

Cited by 10 publications

(9 citation statements)

References 24 publications

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“…The participants' perceptions of their future roles as teachers "implies the need for a teacher's active involvement: both professional and personal, creativity and responsibility and also the courage to be different and the need to go on trying, irrespective of failures and obstacles" (48). Burns, Edwards, and Freeman (2015) summarized the main ontological approaches used from 1990 to 2014 by a group of studies (Crookes, 2010;Freeman & Johnson, 1996;Kubanyiova, 2012) and their goal to understand the mind of the language teacher. The bulk of this research highlights the importance of understanding the pre-service teachers' values, beliefs, and histories as learners if teacher programs want to be effective in their goal to not only shape but also to transform teachers' practices.…”

Section: Literature Review Language Teacher Cognitionsmentioning

confidence: 99%

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

Villalobos-Buehner

2021

TAPSLA

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Language teacher educators train pre-service teachers in numerous theories and pedagogical practices of language learning and language teaching. They expect that their student teachers will translate this conceptual and practical knowledge into action during their practicum. However, in the process of determining pre-service teachers’ readiness for the field experience and the profession in general, methods classes measure only their conceptual knowledge and omit looking at their student teachers’ belief system about language teaching and learning. This belief system is a strong indicator of how the students organize their knowledge for application (Borg, 2003) and may help teacher educators gauge students’ read ness in the use of new pedagogies that these pre-service teachers may not have experienced before. Using two reflective essays and a piece of authentic assessment as instruments to gather data, as well as Jürgen Habermas’s theory on cognitive interests as a framework to explore the espoused beliefs of nine pre-service language teachers at the end of a methodscourse, this qualitative study addressed the following questions: What levels of cognitive interests do the nine pre-service world language and ESL teachers exhibit prior to student teaching? To what extent do the students’ levels of cognitive interests change during the methods course called Teaching a Second Language? What are the most common cognitive interests regarding such areas of teaching performance, such as methodology and assessment among the participants? The results show that the nine pre-service teachers held mostly technicaland some practical cognitive interests at the beginning of the semester. In the end, most of the participants held practical interests, and three out of the nine pre-service teachers held elementary emancipatory beliefs. One pedagogical recommendation is to include experiences in the training of pre-service teachers that promote emancipatory beliefs that could support teachers in their pursuit of transforming challenging social conditions while examining and adopting new pedagogies.

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Section: Literature Review Language Teacher Cognitionsmentioning

confidence: 99%

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

Villalobos-Buehner

2021

TAPSLA

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“…In this sense, teachers not only acted but also reflected on their actions. This individual ontology was, however, problematised when studies began to reveal that one's cognitive capacity develops in constant interactions between the individuals and their sociocultural context (Burns & Richards, 2009;Crookes, 2010;Golombek, 1998;Kubanyiova, 2006Kubanyiova, , 2012Yuan & Lee, 2014). Further developments led to a sociohistorical ontology based on the premise that teaching occurs as a social activity that responds to the demands of a given historical moment and involves both doing and thinking (Breen et al, 2001;Feryok, 2012;Golombek & Johnson, 2004;Golombek & Doran, 2014;Johnson & Golombek, 2011;Tsui, 2007Tsui, , 2003.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves

Rodrigues

Pietri

Sanchez

et al. 2018

International Journal of Educational Research

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“…Past debates in our field suggest that the question of values, moral visions, ideologies, and ethical judgment is inherent in virtually every aspect of language teaching and language teacher education, whether such debates have been informed by a critical theoretical stance (e.g., Crookes, , , , ; Gray, ; Hafernik, Messerschmitt, & Vandrick, ; Hawkins, ; Johnston, ; Wong & Canagarajah, ) or whether they spring from empirical inquiry into the teachers’ internal resources which shape and are shaped by their language teaching activity in the classrooms and schools (Golombek, ; Kubanyiova, , , ; Mori, ; Scarino, ). A political or moral stance may be required in relation to the kinds of language practices that are promoted, tolerated, or discouraged in classrooms, schools, and beyond (Faltis, ; Razfar, ; Varghese, ) or to the conduct of interpersonal interactions between people in the classrooms (Burnett, ; Richards, ; Ushioda, ).…”

Section: New Challenges Perennial Issuesmentioning

confidence: 99%

Re‐Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice

Kubanyiova

Crookes

2016

The Modern Language Journal

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This article lays out the proposition that the rapid changes in 21st‐century society, in which multilingualism is the norm, have presented new challenges, questions, and resources with regard to the roles, tasks, and contributions of language teachers. In line with recent research developments and in keeping with tradition, we believe it helpful to think of language teachers’ broader identity role as that of moral agent. We examine implications that such a re‐envisioning has for the knowledge base of language teachers and for the purposes and practices of language teacher education and professional development. Drawing on research in language teacher education, language teacher cognition, second language acquisition, and applied linguistics more broadly, we highlight the need to go beyond traditional notions of teachers’ knowledge of language, language learning, and language learners. We also subject to critical scrutiny the notions of effective pedagogies and reflective practice as the desired outcomes of language teacher preparation and development. Instead, we introduce critical alternatives that offer creative possibilities for educating teachers able and willing to serve student populations with diverse language learning needs across interlinguistic, sociopolitical, and historical contexts of language teaching.

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Language Teachers’ Philosophies of Teaching: Bases for Development and Possible Lines of Investigation

Cited by 10 publications

References 24 publications

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves

Re‐Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice

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