{"title":"An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching","authors":"Diego Fernando Macías, Wilson Hernández-Varona","doi":"10.19183/how.29.1.631","DOIUrl":null,"url":null,"abstract":"The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a language teaching perspective. Finally, we provide implications for teacher educators to consider in the preparation of prospective language teachers. These include acknowledging future teachers’ prior cognitions and learning experiences, highlighting the benefits of collaborative work and communities of practice, and adapting and innovating within the social constraints of their teaching context.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"How-A Colombian Journal for Teachers of English","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.19183/how.29.1.631","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a language teaching perspective. Finally, we provide implications for teacher educators to consider in the preparation of prospective language teachers. These include acknowledging future teachers’ prior cognitions and learning experiences, highlighting the benefits of collaborative work and communities of practice, and adapting and innovating within the social constraints of their teaching context.