Arguing for a knowledge-base in language teacher education, then (1998) and now (2018). (January 2020)

• Record Type: Journal Article
• Authors: Freeman, Donald
• Other Names: Freeman Donald guest-editor.; Johnson Karen E. guest-editor.; Peercy Megan Madigan guest-editor.
• Is Part Of: Language teaching research. Volume 24:Number 1(2020)
• Page Start: 5
• Page End: 16
• Publication Date: 2020-01
• Subjects: ELT -- language teacher education -- professional development -- teacher learning -- TESOL; Languages, Modern -- Study and teaching -- Periodicals; English language -- Study and teaching -- Foreign speakers -- Periodicals; 407.1
• DOI: 10.1177/1362168818777534
• Languages: English
• ISSNs: 1362-1688

Abstract

This article examines how the concept of a knowledge-base in language teacher education has changed since the 1998 proposal. Arguing that a knowledge-base evolves in two ways: through changes in the field of knowledge, and through changes driven by the work that knowledge supports, I describe two problems: 'translating' theory into practice and the 'positionality' of those defining what counts as knowledge. The 1998 proposal outlined a work-driven framework in response to the former without fully acknowledging the latter: who is doing English language teaching, with whom, and to what ends. Revising the knowledge-base now depends on taking that positionality into account. With this in mind, I suggest three concepts – of teacher language use (English-for-Teaching), participation and agency, and professional confidence as a measure of outcome – as work-driven alternatives to our present thinking.