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The idea as a mechanism in language teacher development

Hunter, Duncan; Kiely, Richard

Authors

Duncan Hunter

Richard Kiely



Abstract

In recent decades two broad but distinguishable approaches to language teacher development have predominated: an informing approach based largely on the transmission of principles of new theory and method; and a responsive approach centering on teachers’ understanding of their own practice. Our study offers the notion of the Idea, as an element of input that can inspire teachers and be appropriated for their own practice, as a means of synthesising the two traditions. Evidence that teacher learning operates at the level of the Idea is presented on the basis of literature, and also from two case studies which examine teacher learning across different language teacher language learning contexts. Based on the observations of the case studies, the paper offers a fully useable characterisation of the Idea, offering the notion as a crucial concept for language teacher development.

Journal Article Type Article
Publication Date Nov 25, 2016
Journal Journal of second language teaching & research
Print ISSN 2045-4031
Peer Reviewed Peer Reviewed
Volume 5
Issue 1
Pages 37-61
APA6 Citation Hunter, D., & Kiely, R. (2016). The idea as a mechanism in language teacher development. Journal of Second Language Teaching and Research, 5(1), 37-61
Keywords Teaching training, Idea, Responsive approach, Understanding of practice
Publisher URL http://pops.uclan.ac.uk/index.php/jsltr/article/view/407
Copyright Statement This work is licensed under a Creative Commons Attribution 3.0 License.
Additional Information Copy of article first published in: Journal of second language teaching & research, 2016, v.5, issue 1

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Copyright Statement
This work is licensed under a Creative Commons Attribution 3.0 License.



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