Constructivism on an award‐bearing in‐service English language teacher education programme in Oman

Abstract

While constructivism is generally valued in second language teacher education (SLTE) as it is thought to lead to deeper learning opportunities than an approach based on transmission, there are relatively few analyses of award‐bearing in‐service SLTE courses examining where they lie on the transmissive–constructivist continuum. Such an analysis is conducted here, of a BA TESOL Programme for in‐service English language teachers in Oman. Under consideration is the extent to which criteria for constructivism, such as learner‐centred instruction, context‐appropriate materials, authentic assessment opportunities, opportunities for reflection, action research, and collaborative learning were features of the course. Findings highlight that the programme was more constructivist than transmissive, and became increasingly constructivist over time. Guiding principles that may be of interest to SLTE programme designers elsewhere seeking to embed constructivism in their courses are presented.

A Reading Teacher’s Perspective in Constructing the Students' Critical Thinking

“…When teacher express their thoughts before allowing students to develop the own, the opportunity for students to critically examine their own ideas is nullified (Wyatt, 2023). In such settings, many students may cease contemplating the concept and instead anticipate the teacher to supply the "correct answer."…”