课程规划：智利职前英语教师激活了哪些类型的专业知识？

Q2 Arts and Humanities

Electronic Journal of Foreign Language Teaching Pub Date : 2020-03-01 DOI:10.56040/tadi1723

T. Tagle, C. Díaz, P. Etchegaray, P. Alarcón, M. Quintana, L. Ramos

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引用次数: 3

摘要

本研究的目的是确定职前英语教师在设计教案时激活的专业知识类型。本研究采用了定性研究方法。研究对象是来自智利三所大学的 60 名职前英语教师。研究采用了非参与式观察和半结构式访谈的方法来生成数据。使用 ATLAS.ti 软件对数据进行了内容分析。研究结果表明，参与者在设计教案时调动了不同类型的专业知识。这些知识涉及内容知识、一般教学知识、教学内容知识、课程知识、学习者知识和教育背景知识。建议 EFL 职前教育促进准教师对其教学实践进行反思，以便他们能够以渐进和持久的方式重塑与成功教学实践相关的专业知识。备课：智利职前 EFL 教师激活了哪些类型的专业知识？

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Lesson Planning: What Types of Professional Knowledge are Activated by Chilean Pre-Service EFL Teachers?

The purpose of this study is to identify the types of professional knowledge, which are activated by pre-service teachers of English, when they design a lesson plan. This study utilized the qualitative research methodology. As research subjects, 60 pre-service EFL teachers from three universities located in Chile were considered. Nonparticipant observation and a semi-structured interview with stimulated recall were used as techniques to generate data. Content analysis was employed to process the data by means of ATLAS.ti software. The findings suggest that the participants mobilize different types of professional knowledge when they design a lesson plan. These involve content knowledge, general pedagogical knowledge, pedagogical content knowledge, curricular knowledge, knowledge of learners, and knowledge of educational contexts. It is recommended that EFL preservice education fosters prospective teachers’ reflection on their teaching practices so that they can reshape, in a progressive and permanent way, their professional knowledge connected to successful teaching practices. Lesson Planning: What Types of Professional Knowledge are Activated by Chilean Pre-Service EFL Teachers?

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来源期刊

Electronic Journal of Foreign Language Teaching Arts and Humanities-Language and Linguistics

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

40 weeks

期刊介绍： e-FLT is a peer-reviewed academic journal published by the Centre for Language Studies of the National University of Singapore. Its primary objective is to disseminate scholarly information on research and development in the field of Second and Foreign Language Teaching and Learning in Asia and beyond. It publishes articles and book reviews in English as well as in any of the following twelve languages taught at the Centre for Language Studies: Arabic, Chinese, French, German, Hindi, Indonesian, Japanese, Korean, Malay, Tamil, Thai and Vietnamese. It will also welcome any information on upcoming academic conferences, seminars or symposiums as a service to its readers. It is unique in that it is multilingual and practises the policy of accepting and publishing articles in twelve different languages. There will be two issues of e-FLT a year, appearing in the months of June and December. e-FLT is published electronically in the Internet to allow it to reach a wider audience in Asia and the rest of the world, while keeping production costs to a minimum, making it possible to grant free access to the journal. e-FLT focuses primarily on – but is not restricted to – the following areas of inquiry and development in Second and Foreign Language Teaching and Learning: Teaching Methodologies Curriculum Development and Syllabus Design Materials Design Teacher Education and Professional Development Theories of Second Language Acquisition Theories of Second and Foreign Language Teaching Innovations/New Technologies in Language Teaching Linguistics Theories and Language Teaching.