The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey

Meadows, Bryan

doi:10.1080/01626620.2013.806873

Cited by 2 publications

(1 citation statement)

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“…We argue that failure to meet the goal of enabling English teachers to become effective writers and teachers of writing is a cause for concern given the central role of writing in national examinations in English and in most other subjects. We suggest that the UR-CE DE materials be reconceptualised so that a revised version combines propositional knowledge with procedural knowledge (Fantl 2012;Meadows 2013). We also suggest that these two types of knowledge be more carefully mediated to both teachers and the designers of DE materials and that the revised version be aligned to the demands of the school curriculum and the national examination.…”

Section: Discussionmentioning

confidence: 99%

Learning to teach writing through a distance education programme: Experiences of Rwandan secondary school English teachers

Niyibizi

Sibomana²,

Perumal

2019

Read. writ.

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Background: Writing is among the most important skills, and globally it has received more emphasis in literature on language teaching than reading, speaking and listening. However, a paucity of studies is observed in sub-Saharan Africa, particularly in contexts where English is being taught as an additional or foreign language, as is the case in Rwanda. Research shows that learners who can write well in different genres and for different purposes tend to do well in all curriculum subjects and subsequently beyond school education. The key challenges are the inadequacy of materials and teachers’ inability to teach writing well, especially through distance education programmes.Objectives: This study investigates the effectiveness of materials used at the University of Rwanda-College of Education’s Distance Education programme to train high school teachers on writing pedagogy for English teaching.Method: The study adopted a qualitative approach to report on the findings from textual, document analysis of distance education materials, argumentative essays and focus group discussions with 80 of 599 in-service teachers, who responded to designed and redesigned sections on writing pedagogy.Results: The findings indicate that teachers’ knowledge and skills in both writing and writing pedagogy are not addressed effectively by the materials designed. This negatively affected the quality of their own writing abilities and those of their students.Conclusion: The article recommends reconceptualisation of distance education materials to equip in-service teachers with propositional knowledge and procedural knowledge on writing pedagogy.

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Section: Discussionmentioning

confidence: 99%