Teaching What, to Whom, How, and Why: A Review of Pre-service Japanese EFL Teacher Beliefs

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概要

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• This paper reviews research on the cognitions of Japanese and other Asian pre-service EFL teachers about who the learners are, what is being taught, how it is taught, and why it is taught. Research suggests that Japanese pre-service EFL teachers may hold an inadequate, thin conception of subject matter knowledge. It also suggest that they lack practice in basic classroom pedagogy and may have conflicted beliefs about CLT. This paper also discusses what kind of reflective activities might be most effective and practical in the Japanese teacher education context.

• 北海学園大学の論文
• 2004-11-30

著者

• 米坂 スザンヌ

  北海学園大学英米文化学科

• 米坂 スザンヌ

  北海学園大学

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