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The Pedagogical Challenges of Integrating Core Practices in EFL Teacher Education: Exploring Teacher Educator Perspectives
Thu, April 21, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Division Virtual Rooms, Division K - Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction Virtual Roundtable Session Room 1Abstract
Internationally, there is increasing interest in the value of incorporating core practices into L2 teacher education programs. This paper reports on a study that investigated the pedagogies used in the integration of core practices into the methods courses and practicums in Chilean EFL language teacher education programs. The study was framed by a two-stage, sequential data collection strategy based on a questionnaire (n=48) and semi-structured interviews (n=21) to university-based, Chilean English teacher educators. The outcomes of the study highlight several critical issues for L2 teacher education: the relative balance between theoretical and practical domains often compounded by the lack of meaningful opportunities for authentic classroom practice; and the significant challenges faced by teacher educators by engaging in "practice".