Name :- Dharaiya Sanjay A.
Roll no :- 25
Enrolment no :- 2069108420200009
Semester :- M. A. Semester - 3
Paper no :- 12 ( English Language Teaching - 1)
Topic :- Second Language Teacher Education by Donald Freeman
Year :- 2020- 2021
Words:- 1739
Email :- dharaiy9@gmail.com
Submitted to :- S. B. Gardi Department of English. Maharaja krishnakumarsinhji Bhavnagar University.
Introduction of “Donald freeman:
Donald Freeman is the director of teacher education and an associate professor of education at the University of Michigan School of Education. He is also a Senior Faculty Fellow at Graduate School, Brattleborough, Everment for International Training. Research His research interest in his subject "Second Language Teacher Education" focuses on teaching Donald free man and can easily understand the teaching method. Donald Donald's references to organizational and systemic reform and its impact on student education. Modern He serves on the editorial board of the Modern Language Journal and previously served on the board of education researcher and Tesol Journal. He is a former president of Tesol and a member of the University of Cambridge ESOL Advisory Committee.
Introduction of Second Language Teacher Education :
English language skills are important for any country that wants to be an active participant in the global economy and has access to information or knowledge related to social and economic development.
Field In terms commonly used in the field, these formal formal activities are usually teacher training, while the teacher is primarily known as teacher development, on a voluntary individual basis.
His is the central English teaching and English language teacher of his enterprise.
The shift in Termin terminology is due to L2 teacher education, at least for the last 30 years.
The field of teacher education is relatively one of the least researched in the teaching of both second and foreign languages.
Teaching Language education makes little comparison with the literature on issues such as the methods and techniques of literature on teacher teaching.
Worked further with the Professional Professional Meeting to establish a major interest in teacher education in the field and to clarify the central issue.
Introduction to teacher education materials and processes Presents a large set of current problems of teacher education.
Field In terms commonly used in the field, these formal formal activities are usually teacher training, while the teacher is primarily known as teacher development, on a voluntary individual basis.
His is the central English teaching and English language teacher of his enterprise.
The shift in Termin terminology is due to L2 teacher education, at least for the last 30 years.
The field of teacher education is relatively one of the least researched in the teaching of both second and foreign languages.
Teaching Language education makes little comparison with the literature on issues such as the methods and techniques of literature on teacher teaching.
Worked further with the Professional Professional Meeting to establish a major interest in teacher education in the field and to clarify the central issue.
Introduction to teacher education materials and processes Presents a large set of current problems of teacher education.
Second Language Teacher Education by Donald Freeman :
Second language teacher education describes the area of professional activity through which individuals learn to teach L2. In terms commonly used in the field, these activities are commonly referred to as teacher training, while those conducted by experienced teachers are primarily voluntary, on an individual basis, known as teacher development. I will return to this point of naming later At this stage, however, the reader should understand that the term teacher education refers to the sum of experiences and activities by which individuals learn to become language teachers. Those who teach whether new or experienced in business, in the East or in service are known as teacher-learners.
The shift in terminology, at least for the last 30 years, is due to L2 teacher education. The four-word concept is thought to be an awkward combination of subject matter and professional process. In this hybrid, the person of the teacher and the teaching-learning processes have often been overshadowed. As the relative emphasis is placed, the focus between these four words shifts from the ‘teacher’ person, the subject, from the ‘second language’, to the learning process or ‘teaching’, thus, capturing the evolution of L2 teacher education in the field. Imagine. Until the late 1980s, the emphasis was on L2 teacher education. The primary focus was on the contribution of various academic disciplines - e.g. Linguistics, psychology and literature which made a person an 'L2 teacher.
Along with professional meetings, the teacher in the field served to establish a core interest in education and to clarify central issues. Thus, this line, L2 teacher education, and to examine teacher education in its own way in L2, emphasized the processes of teacher education. The teacher presents a large set of issues defining the content and processes of teaching. How people teach and the multiple influences of past experiences of teacher-learners, the school context they must enter and the career path they will follow (e.g. Freeman and Richards 1996), among others, an equally complex set of research and implementation Anxiety. Combining these two is the third critical area of work to achieve a fully effective teacher education intervention.
The irony is that L2 teacher education itself has very little concern about how people actually learn to teach. Rather, the focus has traditionally been on the subject matter what teachers should know and to a lesser degree on pedagogy how they should teach it. The notion that there is a learning process that undergarments, if not pointed out, is that teacher education is very recent. There are many reasons for this gap between teacher education and teacher education. Some research has to do with patterns and methods that are used to build value and our current knowledge-producing knowledge. In the case of teacher education, these examples raise questions about how education is defined and studied in education and how teacher education relates to the study of education.Other reasons are linked to history. In the case of L2 teacher education, these reasons have raised the issue of how the so-called 'parent' laboratory's linguistics - cognitive and experimental psychology - and first language editing have defined what language teachers need. Need to know and be able to do what should be. Still other reasons are associated with efforts to legalize education through professionalization and research-driven establishment, such as to improve study performance, as opposed to the knowledge gained from the study.
The shift in terminology, at least for the last 30 years, is due to L2 teacher education. The four-word concept is thought to be an awkward combination of subject matter and professional process. In this hybrid, the person of the teacher and the teaching-learning processes have often been overshadowed. As the relative emphasis is placed, the focus between these four words shifts from the ‘teacher’ person, the subject, from the ‘second language’, to the learning process or ‘teaching’, thus, capturing the evolution of L2 teacher education in the field. Imagine. Until the late 1980s, the emphasis was on L2 teacher education. The primary focus was on the contribution of various academic disciplines - e.g. Linguistics, psychology and literature which made a person an 'L2 teacher.
Along with professional meetings, the teacher in the field served to establish a core interest in education and to clarify central issues. Thus, this line, L2 teacher education, and to examine teacher education in its own way in L2, emphasized the processes of teacher education. The teacher presents a large set of issues defining the content and processes of teaching. How people teach and the multiple influences of past experiences of teacher-learners, the school context they must enter and the career path they will follow (e.g. Freeman and Richards 1996), among others, an equally complex set of research and implementation Anxiety. Combining these two is the third critical area of work to achieve a fully effective teacher education intervention.
The irony is that L2 teacher education itself has very little concern about how people actually learn to teach. Rather, the focus has traditionally been on the subject matter what teachers should know and to a lesser degree on pedagogy how they should teach it. The notion that there is a learning process that undergarments, if not pointed out, is that teacher education is very recent. There are many reasons for this gap between teacher education and teacher education. Some research has to do with patterns and methods that are used to build value and our current knowledge-producing knowledge. In the case of teacher education, these examples raise questions about how education is defined and studied in education and how teacher education relates to the study of education.Other reasons are linked to history. In the case of L2 teacher education, these reasons have raised the issue of how the so-called 'parent' laboratory's linguistics - cognitive and experimental psychology - and first language editing have defined what language teachers need. Need to know and be able to do what should be. Still other reasons are associated with efforts to legalize education through professionalization and research-driven establishment, such as to improve study performance, as opposed to the knowledge gained from the study.
There are many problems with this knowledge-dissemination views Primarily, it is based on the transfer of knowledge and skills from the teacher education program to the classroom to improve learning. Thus, this view, or discount, observes that teacher learning occurs from the beginning of the job-business in teaching practices. Further, it does not take into account what the teaching teachers know about education and how they learn more than service-receiving, during their service career through professional teacher education.
Tensions between researchers and practitioners, who could be called 'colonialists', fueled a shift in research patterns and agendas in education. New directions of research began to emerge in the mid-1970s, with teachers seeking to describe the cognitive processes used in teaching. Thoughts, judgments, and decisions with different labels, these processes were examined to see how they shaped teachers' behaviors, interactions, and curricula In this interpretive or hermeneutical research paradigm, teachers were supposed to conduct their work thoughtfully, rationally, drawing relevant information about their students, curricula, school cultures, policies, which were filtered by their own beliefs, judgments, and values. Strongly with this change, however, teachers themselves were at least included in these research and documentation processes. In fact, research focuses on finding imaginative patterns of teacher thinking that can be used to educate new teachers to understand, analyze, and change the way classroom programs are used by effective teachers.
Background research plays an important role. Through research we find that students have different opinions. When we get different opinions at that time, we find out how people believe in different ideas, and through this research we get a little idea. We know about their knowledge, their point of view, their ability. And we communicate with them. That’s why they also clarify about research. We resolve their doubts only through communication and interaction. So congratulations become an important tool for teacher congratulations. And there are some controversies through this conversation, through these controversies we find that there are advantages and some negatives. So research becomes more useful. In teaching, method becomes more important. Because students learned a lot through this method. And that's why it's important. And as a teacher it becomes necessary, whether the student understands or not, the students ’point of view is important, creating a slightly healthier environment. This responsibility on the teacher. And students also get the courage to speak up, and it becomes active, and they participate, get involved and they also give suggestions. Their participation and their involvement is an essential and most important part. It also depends on the teacher, how they treat the students, their behavior becomes important. The environment plays an important role in the learning process. Some new techniques are created and applied and then the environment motivates students to do something. Through the teaching process, the learning process also takes place. And the teacher gets more innovative ideas. And through practice we learn. So practice also becomes important. And more practice gives more benefits and later it becomes perfect. Through new technologies, it brings a new change, it becomes completely new and strong for the students that is why they are the stars of interest.
Acknowledging the existence of prior knowledge in teacher education has led to a direct serious reconsideration of the role of institutional context in teaching. Clearly teacher-learner ideas about teaching from their experiences as students in the context of schools; Similarly, their new methods as teachers are also shaped by this institutional environment. The question is, what is the role of schools in teaching? In general, little attention has been paid to how socio-cultural powers and values in this institutional environment can shape, hinder, promote, or discourage new teachers. Pre-service teacher education The school is considered as a place where teacher-learners go to teach in practice or internships and eventually work. Classrooms, students and schools are seen as settings in which the teacher-learners can implement what they are learning or the teacher has learned in formal teacher teaching. This tension - the time between specific needs and broad professional development, between the school and the teacher education institution, and between the teacher-learners and the knowledge of what they believe and what they should know will always be at the center of the provision of teacher education. However, the more teacher educators can account for time, space and prior knowledge in the design of their programs, the more successful these programs are likely to be.
Conclusion
One of the assumptions of teacher education is that access to programs and activities is the key to success. From this point of view, teaching is seen as a by-product of competent teacher-learners and teacher educators, and well-designed design and materials. Thus, in the broadest sense, teacher education is largely based on a training strategy to teach people how to do the work of teaching.
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