Development in the practical knowledge of language teachers: A comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East

Mark Wyatt, Simon Borg

    Research output: Contribution to journalArticlepeer-review

    29 Scopus citations

    Abstract

    Current thinking in language teacher education emphasises the importance of the development of teachers' practical knowledge. However, while several studies have focused on describing practical knowledge in different contexts, there has been less research conducted into the manner in which practical knowledge develops in the context of in-service teacher education and into the factors that influence such development. These issues are addressed in this paper, which explores how three teachers of English on an in-service BA Teaching English to Speakers of Other Languages programme in the Middle East grew in practical knowledge, specifically with regard to the design and use of communicative tasks. Using qualitative data, the article charts their development over 3 years, examining changes in their ideas and practices. Implications for in-service language teacher education are discussed.

    Original languageBritish English
    Pages (from-to)233-252
    Number of pages20
    JournalInnovation in Language Learning and Teaching
    Volume5
    Issue number3
    DOIs
    StatePublished - Nov 2011

    Keywords

    • communicative tasks
    • language teacher education
    • practical knowledge

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