Developing a Framework of CPD for the Context of Foreign Language Teaching

Y

36

Second Language Learning; Second Language Instruction; Faculty Development; Language Teachers; Teacher Education Programs; Reflective Teaching; Preservice Teachers; Ambiguity (Semantics); Professionalism; Concept Mapping; Multilingualism; International Cooperation; Audio Equipment; Video Technology; Foreign Countries; Information Technology; Task Analysis; Language Usage; Intercultural Communication; Program Descriptions; Student Attitudes

This chapter illustrates how Continuing Professional Development (CPD) can be put into practice in the context of foreign language teacher education. After outlining the overall structure of the CPD framework developed in the proPIC project, five sessions are introduced in detail. They include: (1) Session 1: What is CPD?; (2) Session 2: CPD as language teachers; and (3) Sessions 3-5: Reflective practice. Throughout the different sections, the authors highlight the importance of promoting reflective practice among prospective language teachers in order for them to develop professionally. Yet, they also critically discuss the concept of reflective practice in their context and its conceptual and terminological ambiguity and intricacy. Lessons learned from the project conclude the chapter. [For the complete volume, "Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education," see ED624249.]

ERIC

2022

ED624331