A Decade of Research in Foreign Language Teacher Education

Bernhardt, Elizabeth B.; Hammadou, Joann

doi:10.1111/j.1540-4781.1987.tb00369.x

Cited by 46 publications

(33 citation statements)

References 49 publications

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“…Taking into consideration early but unsubstantiated beliefs about the role of the CT, calls for a data‐driven understanding of the impact of the CT (Bernhardt & Hammadou, ; Delaney, ; Joiner, ; Wilbur, ) and subsequent studies of relationships that include the CT and his or her impact on a TC's licensure, the present survey of 286 CTs addressed the following questions: What do CTs perceive to be their contribution to WLTD? …”

Section: Literature Reviewmentioning

confidence: 99%

A survey of world language cooperating teachers: Implications for teacher development

Moser

García

Davis–Wiley

et al. 2019

Foreign Language Annals

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In an era of long‐standing world language teacher shortages, the preservice mentoring process has become even more critical. Using data from a national survey, this study provides a profile of PreK–12 world language cooperating teachers (CTs) and shares their beliefs about and perspectives on the teacher candidates with whom they work, their interactions with postsecondary stakeholders, their reasons for serving as CTs, and the challenges that inhibit the smooth and meaningful induction of new colleagues into the profession. Implications highlight opportunities for reform in world language teacher development.

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Section: Literature Reviewmentioning

confidence: 99%

A survey of world language cooperating teachers: Implications for teacher development

Moser

García

Davis–Wiley

et al. 2019

Foreign Language Annals

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show abstract

“…The limited knowledge base on FL teacher development is well documented (Bernhardt & Hammadou, 1987; Hammadou, 1993; Vélez‐Rendón, 2002). This research has focused primarily on preservice teachers with few investigations of in‐service teachers and even fewer longitudinal studies on teacher development.…”

Section: Teacher Developmentmentioning

confidence: 99%

“…The field has relied on the discussions among experienced foreign language educators about educational needs of foreign language teachers as the experts have perceived them, rather than on the principled collection of data and information. (Bernhardt & Hammadou, 1987, p. 293)…”

mentioning

confidence: 99%

“…The high school grade range (grades 9 through 12) represents the point at which most Americans begin formal FL study; it accounts for more enrolled students than K–8 and higher education combined (Watzke, 2003a). Recognizing the dearth of research identified by Berhardt and Hammadou (1987) and by Schultz (2000), this investigation seeks to understand the needs and processes specific to the development of the beginning FL teacher.…”

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confidence: 99%

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Foreign Language Pedagogical Knowledge: Toward a Developmental Theory of Beginning Teacher Practices

Watzke

2007

The Modern Language Journal

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This longitudinal study focuses on how pedagogical content knowledge is initially represented and changes during the beginning teaching experiences of 9 teachers of French, German, and Spanish. The data consist of reflective journal entries, classroom observations, and focus group interviews collected during the first 2 years of foreign language (FL) teaching at the high school level. Techniques of grounded theory analysis were used to develop a theoretical framework comprehensive to the data. Four core categories-prior knowledge that frames instructional decisions, attitudes toward teacher control in the classroom, instructional goals for daily lessons, and considerations for responding to student affect-were identified to explain overarching change in foreign language pedagogical content knowledge. The results support the proposition that approaches to instruction, such as communicative language teaching, and their related theoretical underpinnings in language learning, develop as pedagogical content knowledge through a process of teaching, conflict, reflection, and resolution specific to the in-service classroom context. Similar to research findings in other subject disciplines, the instructional practices of beginning FL teachers may initially be considered traditional, outdated, or even antithetical to their preservice preparation as control over students and the instructional content serve as a proxy for perceptions of successful teaching. Professional development of beginning teachers must support the ongoing transformation of pedagogical content knowledge in order to ensure that these early characteristics do not become lasting traits in long-term teaching careers.

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“…A qualitative study using the lenses of phenomenology was deemed appropriate to uncover the issues involved in the participants' transition from student to teacher. Surveys of the state of the art of language teacher education conducted in the last two decades show that the preparation of reachus has been based more on tradition and opinion than corning from theoretical and research-based approaches (Bernhardt & Hammadou, 1987;Freeman & Johnson, 1998;Schulz, 2000;Velez-Rendon, 2002a). This has led to the realization that to prepare language teachers better, it is essential to understand how they learn to teach by focusing on the teacher candidates themselves, their ways of knowing and their emerging practice.…”

Section: Introductionmentioning

confidence: 99%

From Student to Teacher: A Successful Transition

Vélez-Rendón

2006

Foreign Language Annals

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This article seeks to contribute to the emerging body of research on learning to teach a second language (L2). Specijcally, it examines the learning‐to‐teach experience of a preservice German language teacher from her own perspective illuminating the contextual, biographical, academic, and cognitive factors affecting her development (Freeman G Johnson, 1998; Freeman 6 Richards, 1996; Richards G Nunan, 1990). Multiple data collection instruments that generated relevant and rich data were used. They included open‐ended interviews, participant observation, class videotaping and stimulus recall procedures, and lesson plans. Analysis of the data revealed that the interplay of factors, such as the learning background the participant brought with her added to her knowledge of the subject matter, her level of commit ment, and an effective mentoring relationship contributed to the participant's success ful, productive, and meaningful experience.

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A Decade of Research in Foreign Language Teacher Education

Cited by 46 publications

References 49 publications

A survey of world language cooperating teachers: Implications for teacher development

A survey of world language cooperating teachers: Implications for teacher development

Foreign Language Pedagogical Knowledge: Toward a Developmental Theory of Beginning Teacher Practices

From Student to Teacher: A Successful Transition

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