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The idea as a mechanism in language teacher development

The idea as a mechanism in language teacher development
The idea as a mechanism in language teacher development
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.
37-61
Hunter, Duncan
02dd705c-bf4a-4b19-aedd-34fa7915dc42
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Hunter, Duncan
02dd705c-bf4a-4b19-aedd-34fa7915dc42
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e

Hunter, Duncan and Kiely, Richard (2016) The idea as a mechanism in language teacher development. Journal of Second Language Teaching and Research, 5 (1), 37-61.

Record type: Article

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.

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Hunter & Kiely 2016 - Version of Record
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More information

Accepted/In Press date: 1 April 2016
Published date: 1 July 2016
Organisations: Modern Languages and Linguistics

Identifiers

Local EPrints ID: 407826
URI: http://eprints.soton.ac.uk/id/eprint/407826
PURE UUID: 0a3b4678-cf62-4723-9134-be8ffc5c59ee

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Date deposited: 26 Apr 2017 01:14
Last modified: 15 Mar 2024 13:03

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Contributors

Author: Duncan Hunter
Author: Richard Kiely

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