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Handout Metliodology

Ts have to take the responsibility for their language development and sdf-development 2 ways to do that

•    'teacher training or education' - may

be presented or raanaged by others

•    'teacher devdopment' - can be done only by and for ourselves

The most common problem m antjtraming progranimes is a gap between theory and practice.

Features of a 'professionai'

•    saentific knowledge

•    a sense of public seryice

•    long/difficult studv

•    high standards

There are 3 major models of education

1.    The craft model

2.    The applied science model

3.    The reflective model

THE CRAFT MODEL

•    traditional/conservative/static/inutative

•    the same thmgs are repeated over and over agam

•    Trasnee can only lmitate what a master (practitioner)is doing and saymg

THE APPLIED SCIENCE MODEL

Suc-nni* kremk-dge

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iractitioliers don‘t come up with tlieir own ideas, theones. Hieyjust followthe esperts

*    mstrunientaUeaching @ Ć3 /&

*    separatmn of research (expert) and o practice( practitioner)

ways of teachmg language £0 • audio-visuai (behaviounsm) p—• structural dnll (behaviourism)

*    transformational generative

'    grammar (by Chomsky)

We have to look closely at tlie science before we apply it (consider if it's correct)

THE REFLECTWE MODEL Naturę of professionai knowledge

•    recdved knowledge - consists Q-® of datą research, theones Trainees receive tlie knowledge

of language. skills, research findmgs

• exp erien tinl knowledge

■ knowing-in-action - T

on the spotcan judge if what he is domg is working in the class and can lmmediately cliange it

• reflection-afterjlie

lasami T tlunks what was well done, what

*    We leam rnostly from reflection

■    Reflecttve model mamtains

balans between research and practice.

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Rccrórd knowWge	J,	pO		A
	IV,KtKC	Rłfltoiwi	*	tiimjicttmr
hmita trmwifiljjc	W 'Rfflectiw wie"

hrp&t 1.2 AfipUed StWMee

eicperts are not prachiioners (no or little expenence)refugees from tlie