Construction of Teacher Knowledge: Learning to Teach EFL at the Elementary Level

Abstract

The present study examines the nature of knowledge for teaching EFL (English as a Foreign Language) at the elementary level, and the processes how the knowledge of this kind is constructed by practicing and pre-service teachers alike. Using empirical data gathered from four practicing teachers and four pre-service teachers, this study attempts to gain insights into the teachers' experiences and thoughts about learning to teach EFL in Taiwanese elementary school classrooms. Results of data analysis indicate that the practicing teachers emphasized the role of experiential knowledge and learning on the job, while the pre-service teachers looked for the applications of theoretical knowledge to teaching practice. Implications for EFL teacher education and teacher knowledge are discussed, which include (a) a search for the core of elementary EFL teacher education; (b) the development of pedagogical reasoning and specialized thinking skills in teachers; (c) a collaborative and constructivist approach to EFL teacher education; and (d) a reevaluation of knowledge in teacher education. (word count: 161)