Reflections on the Epistemology of Language Teacher Education: A philosophical approach
| المصدر: | مجلة كلية الآداب |
|---|---|
| الناشر: | جامعة طرابلس - كلية الآداب |
| المؤلف الرئيسي: | Elmabruk, Reda (Author) |
| المجلد/العدد: | ع23 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2013
|
| الشهر: | ديسيمبر |
| الصفحات: | 35 - 52 |
| ISSN: |
2521-4632 |
| رقم MD: | 995339 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | +AraBase |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
2
| LEADER | 02224nam a22002057a 4500 | ||
|---|---|---|---|
| 001 | 1737949 | ||
| 041 | |a eng | ||
| 044 | |b ليبيا | ||
| 100 | |9 536274 |a Elmabruk, Reda |e Author | ||
| 245 | |a Reflections on the Epistemology of Language Teacher Education: |b A philosophical approach | ||
| 260 | |b جامعة طرابلس - كلية الآداب |c 2013 |g ديسيمبر | ||
| 300 | |a 35 - 52 | ||
| 336 | |a بحوث ومقالات |b Article | ||
| 520 | |b In language teacher education and training contexts, whilst assuming that education is a social science based discipline, an educator or teacher trainer principally deals with at least two epistemologies, or sources of knowledge. First, a ‘received knowledge’, pertaining to instruction in theories of language learning and language education; second, an experiential knowledge’, which encompasses the practical knowledge component comprising, on the one hand, trainers’ own practical teaching experience, and, on the other, trainees’ previous experiential knowledge, or conceptual schemata. Presumably, trainee teachers, through their long periods of previous learning, must have acquired and accumulated their own experiences on the epistemology of practice in teaching, much of which can be drawn on in the training process. In this paper, I use a somewhat philosophical approach to reflect on the epistemology of this knowledge. I also attempt to consider the wider epistemological concerns embedded in the teaching and learning of practical knowledge involved in language teaching and ultimately in language teacher education and development contexts as a whole. In doing so, I critically reflect on what constitutes teacher knowledge and the ‘teach ability’ of this knowledge in the context of English Language Teacher Education. | ||
| 653 | |a التدريس |a مصادر المعرفة |a العلوم الاجتماعية | ||
| 773 | |4 العلوم الإنسانية ، متعددة التخصصات |6 Humanities, Multidisciplinary |c 022 |f Mağallaẗ kulliyyaẗ al-ādāb |l 023 |m ع23 |o 1779 |s مجلة كلية الآداب |t Journal of Faculty of Arts |v 000 |x 2521-4632 | ||
| 856 | |u 1779-000-023-022.pdf | ||
| 930 | |d y |p y | ||
| 995 | |a +AraBase | ||
| 999 | |c 995339 |d 995339 | ||
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