Learning to Learn to Become an English Teacher: Teaching, Reflecting and Understanding Which is Which
The Ministerial Order ECI/3858/2007 (BOE núm. 312: 53751-53753) presents a major shift in pre-service secondary teacher-education in Spain; for the first time in history university graduates aiming to enter the teaching profession will be required to take a one-year professional master course. For those seeking to become English teachers, the course will include modules on Teaching English as a Foreign Language (TEFL) and Practicum, among others.
It is in this scenario that a teacher education scheme, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared reflection, is being developed in a bottom-up approach, in line with the principles of exploratory practice formulated by Allwright & Bailey, 1991. The case-study we present in this paper is inserted in this experience.
Through the analysis of multimodal data (student-teacher’s journal, written reports, e-mails, video-recorded lessons, audio-recorded feedback conferences and a delayed interview) the study reconstructs the developmental process undertaken by one student-teacher in the pilot version of the course. The account follows a threefold goal (a) to describe the nature of the informant’s main accomplishments on her teaching practice as well as on the quality of her reflection on that teaching practice; (b) to identify and characterize key stages in her developmental process; and (c) to gain understanding of how teaching-practice and reflection are related and fuel each other.
Keywords: Teacher Education, Teacher Development, Empowerment, Exploratory Practice, Foreign Language Teaching, CLIL, Collaborative Teaching
Dr Cristina Escobar
Researcher, Departament de Didàctica de la Llengua i la Literatura, Universitat Autònoma de Barcelona