Book contents
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Chapter 25 - The Practicum
Published online by Cambridge University Press: 14 February 2023
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Summary
INTRODUCTION
Offering the kind of school-based experiences within a teacher education curriculum that can help teacher-learners to make a transition from their academic program to the realities of teaching in a school is an important consideration for language teacher educators. The focus of this chapter is primarily on how practicum teacher educators and teacher-learners can approach teaching as development (as opposed to training) through a variety of practical teacher development activities. I highlight that these activities, if conceptualized within a teacher development framework, not only offer opportunities for teacher-learners to examine and understand their teaching values and behaviors while taking the practicum, but also provide the skills that they can use to continually develop their teaching throughout their careers. However, unlike Legutke and Schocker-v. Ditfurth (Chapter 21), who provide an overall conceptualization for integrating school-based experience into the curriculum, this chapter focuses exclusively on the use of the practicum by language teacher educators as a transitional process.
SCOPE AND DEFINITIONS
The practicum has long been recognized as an important part of an English language teacher’s education, and it is included in most programs, whether offered within an ELT, TESOL, or English Education curriculum. A practicum usually involves supervised teaching, experience with systematic observation, and gaining familiarity with a particular teaching context.
A variety of terms is used to refer to the practicum, including practice teaching, field experience, apprenticeship, practical experience, and internship. However, teacher–learners’ experiences in these different types of practicum may vary considerably in intensity and level of responsibility. For example, during an internship the teacher–learner might be an assistant, but in a practice teaching setting, he or she might carry a full teaching load.
However, despite the variation in terminology, role, responsibility, and setting, the goals are generally much the same. As Richards and Crookes (1988) point out, practicum goals include providing opportunities for teacher–learners to: (1) gain practical classroom teaching experience; (2) apply theory and teaching ideas from previous course work; (3) discover from observing experienced teachers; (4) enhance lesson-planning skills; (5) gain skills in selecting, adapting, and developing original course materials.
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- Information
- Cambridge Guide to Second Language Teacher Education , pp. 250 - 258Publisher: Cambridge University PressPrint publication year: 2009
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