Knowledge base and efl teacher education programs: a colombian perspective Report as inadecuate




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Íkala, revista de lenguaje y cultura 2013, 18 1

Author: Yamith Fandiño

Source: http://www.redalyc.org/


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Íkala, revista de lenguaje y cultura ISSN: 0123-3432 revistaikala@udea.edu.co Universidad de Antioquia Colombia Fandiño, Yamith Knowledge Base And Efl Teacher Education Programs: A Colombian Perspective Íkala, revista de lenguaje y cultura, vol.
18, núm.
1, enero-abril, 2013, pp.
83-95 Universidad de Antioquia Medellín, Colombia Available in: http:--www.redalyc.org-articulo.oa?id=255026360002 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Knowledge Base And Efl Teacher Education Programs: A Colombian Perspective Yamith Fandiño School of Education Sciences, Universidad La Salle, Colombia. Correspondence concerning this articles should be addressed to Yamith Fandiño, Universidad La Salle, Cra. 5 #59 A-44, Edificio Fundadores, Bogotá, Colombia. E-mail: yfandino@unisalle.edu.co Abstract In the 21st century, Colombian pre-service EFL Teacher Education Programs (TEPs) should study what constitutes the core knowledge base for language teachers to be effective in their profession.
These programs must refrain from simply conceptualizing knowledge base as the acquisition of the basic skills required for teaching, the competency of educators in their subject matter area, and the use of pedagogical skills.
Instead, they should strive to reflect on what Colombian language teachers need to know about teaching and learning, and study how their knowledge, beliefs, and attitudes inform their practices.
A starting point to do so is to interpret the variety of proposals that have been generated through the years in the field.
This paper offers a review of what teacher knowledge base is, presents an overview of how Colombian EFL TEPs are working on teacher knowledge,and suggests some strategies to envision a more complete framework of ref...





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