Abstract
This chapter will:
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examine how the processes of teacher training may establish, for good or ill, career-long beliefs about learners;
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identify two major barriers to the incorporation of our Five Propositions and analyse their implications;
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provide a perspective on developments within the processes of teacher training, showing how they reflect developments in the teaching profession as a whole and how they relate to our Five Propositions.
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Further reading
Hayes, D. (ed.) 2004 Trainer Development: Principles and Practice for Language Teacher Training. Language Australia Ltd. This influential volume contains a wide range of contributions from teacher trainers mainly about what it means to be a teacher trainer in different contexts around the world, both pre-service and in-service, and how trainers understand their own situations.
Roberts, J. 1998 Language Teacher Education. London, Arnold. A very helpful analysis of the major pre- and in-service teacher training courses available to teachers which aims to help teacher trainers develop their approaches to trainee teachers, and to their own practices.
Senior, R. 2006 The Experience of Language Teaching. Cambridge, Cambridge University Press. A telling collection of teachers’ experiences, quoting extensively from teachers in different contexts, but mainly in Englishspeaking countries. It aims to link theory and practice, but with the emphasis very much on how teachers work in practice.
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© 2009 Dick Allwright and Judith Hanks
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Allwright, D., Hanks, J. (2009). Teacher Training and the Learner. In: The Developing Language Learner. Research and Practice in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9780230233690_5
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DOI: https://doi.org/10.1057/9780230233690_5
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-4039-8532-3
Online ISBN: 978-0-230-23369-0
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)