Abstract
The paper explores the drawbacks that may arise from an excessive emphasis on either teacher education or teacher training in the syllabus of the future English language teacher. Then it analyses the present limitations in the teaching practice within the E.U. del Profesorado de E.G.B. and how some of the existing problems might be overecome.
Highlights
When we design the syllabus for future English language teachers there are some problems which must be faced inexorably and to which there are no clear-cut solutions
We cannot avoid including a part of the syllabus oriented to provide students with some training, because «critical appraisal» without the acquisition of some skills and techniques is not enough to face a classroom of English learners, and in English teaching there are a number of situations which can be predicted
Revista Alicantina de Estudios Ingleses of teacher education until future in-service training. This is a somewhat risky decisión to take, for we cannot equate experience in actual teaching with the acquisition of the skills considered necessary for teaching, ñor can education, viewed as «critical appraisal,» be left for a time when the teacher has become set in certain teaching habits which he is not equipped to evalúate critically
Summary
When we design the syllabus for future English language teachers there are some problems which must be faced inexorably and to which there are no clear-cut solutions. We cannot avoid including a part of the syllabus oriented to provide students with some training, because «critical appraisal» without the acquisition of some skills and techniques is not enough to face a classroom of English learners, and in English teaching there are a number of situations which can be predicted.
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