Preservice and Inservice Teacher Education in the Nineties: The Issue is Instructional Validity

Strasheim, Lorraine A.

doi:10.1111/j.1944-9720.1991.tb00448.x

Cited by 6 publications

(4 citation statements)

References 8 publications

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“…There have been calls for attention to proficiency testing requirements for teacher candidates rather than reliance on seat-time in language classrooms (Joiner 1993;Strasheim 1991), and we have responded to those calls by requiring high levels of language proficiency of our students, determined by both oral and written assessments. For possible admittance to the program, applicants must achieve a minimum of advanced level proficiency in an oral proficiency interview according to the ACTFL Proficiency Guidelines (ACTFL 1986).…”

Section: Embeddedness Of Program Componentsmentioning

confidence: 99%

From Theory to Practice: How Do We Prepare Teachers for Second Language Classrooms?

Tedick

Walker

1995

Foreign Language Annals

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Major reform efforts in the field of teacher education have occurred during the past decade. This article provides a description of one institution's response to reform efforts within the context of a post‐baccalaureate second language teacher education program, which combines the preparation of foreign language and English as a second language (ESL) teachers. The description begins with a brief overview of the theoretical and philosophical foundations that guide practice within the program. These foundations include a brief analysis of what the authors perceive as fundamental problems in second language education as well as their beliefs that teachers and students both act as knowers and learners in an active, experiential, and integrative process; that teaching is context sensitive; and that reflection is a cornerstone in teacher development. The program description details how the various components–underlying themes, coursework, experiences, and demonstrations of growth–interact to form an integrated whole. The article also highlights challenges that face second language teacher educators and invites colleagues in the profession to continue dialogue on the issues.

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Section: Embeddedness Of Program Componentsmentioning

confidence: 99%

From Theory to Practice: How Do We Prepare Teachers for Second Language Classrooms?

Tedick

Walker

1995

Foreign Language Annals

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“…Combs () emphasized early in‐school training for candidates. Strasheim () rejected the notion of one methods course, focusing instead on methods as an integrated component of field experiences and arguing that language competency must drive course design and instruction. Knop () suggested that the profession consider mentorships and peer‐coaching to combat isolation.…”

Section: Literature Reviewmentioning

confidence: 99%

Facing reality: A survey of methods instructors’ perspectives on world language teacher development

García

Moser

Davis–Wiley

2019

Foreign Language Annals

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This study reports the findings of a national survey on PreK–12 world language teacher development (WLTD), and was conducted in order to assist the profession as simultaneously it confronts the intersecting challenges of a nationwide world language (WL) teacher shortage, strives to meet new teacher preparation standards, and ensures the future of language teaching and learning in American schools. The 164 methods instructors (MIs) described the contexts in which they address pre‐service candidates' needs and aspirations, and shared their opinions on the current status of WLTD, the perceived impediments to promoting its well‐being, and the structures that are necessary to guarantee success in providing superior teachers for tomorrow's language learners. Implications for the profession are explored.

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“…Freeman (1989: 192), em artigo sobre educação de professores, afirma que a idéia de que "qualquer pessoa que fala uma língua pode ensiná-la" resultou em um fator desencorajador de uma preparação profissional coerente do professor de línguas. Por outro lado, Strasheim (1991), em artigo sobre o mesmo tema, afirma que tal crença é algo quase superado atualmente. A referida autora (op.…”

Section: Résuméunclassified

“…Entendo que os autores denominam "válidos" os cursos que podem ser úteis para promover ações reflexivas por parte do professor. Strasheim (1991) analisa cursos de educação de professores e afirma que o ensino válido seria aquele capaz de ajudar os professores a desenvolver, individualmente, seus estilos de ensino e a testar suas idéias com liberdade, sem adotar uma postura paternalista e prescritiva para doutrinar e convertê-los a uma metodologia.…”

Section: A Prática Reflexiva Do Professorunclassified

Quando o foco e a formadora

Ortale¹

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À professora Marilda, pela orientação em mais este trabalho.À professora Teca, pela cuidadosa leitura por ocasião da qualificação.Ao professor José Carlos pelas contribuições durante o exame de qualificação.Às inesquecíveis colegas de curso: Leila Caldas, Cidinha, Magali, Wilma e Ivani.À Edilene, pelo resumo em francês e pela presença amiga sempre bem humorada.À minha mãe que, sempre orgulhosa de seu filhos, fez com que eu acreditasse que poderia voar mais alto.Ao meu pai, pelo exemplo de professor construído através das incontáveis horas que o vi dedicar à preparação de aulas.À vovó Lourdes por ter dado amor materno ao meu filho nesses onze meses de vida.Às minhas irmãs Roberta e Renata, verdadeiras amigas de momentos difíceis e felizes.Ao meu irmão gêmeo, pelo exemplo de perseverança que disseminou em nossa casa durante o periodo em que dedicou sua vida ao esporte.

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Preservice and Inservice Teacher Education in the Nineties: The Issue is Instructional Validity

Cited by 6 publications

References 8 publications

From Theory to Practice: How Do We Prepare Teachers for Second Language Classrooms?

From Theory to Practice: How Do We Prepare Teachers for Second Language Classrooms?

Facing reality: A survey of methods instructors’ perspectives on world language teacher development

Quando o foco e a formadora

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