Professional Consciousness-Raising in EFL Teacher Education : Good Language-Teaching Characteristics, Plurilingualism, and Autonomy
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概要
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In teacher education programs for Japanese teachers of English as a foreign language (EFL), as a teacher educator the author usually encourages participants to consider and discuss the characteristics of good language teachers, some key concepts of innovation in English language teaching (ELT), and professional teacher development. This is a follow-up study on professional development of secondary EFL teachers (Kojima, 2006, 2011). In the 2011 Teacher Certification Renewal System (TCRS) program at the author's university, the participants rated themselves for 30 items of good-language teaching characteristics (Brown, 2001), and the results were analyzed and discussed in comparison with those in Kojima, 2006. Moreover, the concepts of plurilingualism and learner autonomy in the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP) were introduced to them, and they were encouraged to develop their teaching principles and professional competence and autonomy. Developing in-service teacher education seems to be a prerequisite for innovation in EFL education in Japan.
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関連論文
- A Collaborative, Autonomous, and Reflective Teaching Approach to Student Teaching in Pre-Service EFL Teacher Education : A Case Study
- Promoting Learner and Teacher Autonomy : Autonomous, Reflective, and Collaborative Approaches to ELT in Japanese Universities
- 自律学習研究会(研究会紹介)
- 30周年を記念して : 協働的自律による発展(東北支部30周年に寄せて)
- Professional Consciousness-Raising in EFL Teacher Education : Good Language-Teaching Characteristics, Plurilingualism, and Autonomy