A practice-based approach to foreign language teacher preparation: A cross-continental collaboration

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dc.contributor.authorBarahona, M.
dc.contributor.authorDavin, K.J.
dc.date.accessioned2023-05-19T20:45:37Z
dc.date.available2023-05-19T20:45:37Z
dc.date.issued2021
dc.description.abstractThe international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in "actual" teaching rather than "talking" about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts.
dc.fechaingreso.objetodigital2024-11-17
dc.fuente.origenORCID-mayo23
dc.identifier.doi10.15446/profile.v23n1.85326
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/69514
dc.identifier.urihttps://doi.org/10.15446/profile.v23n1.85326
dc.issue.numeroNo. 1
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final196
dc.pagina.inicio181
dc.revistaProfile: Issues in Teachers' Professional Development
dc.rightsacceso abierto
dc.titleA practice-based approach to foreign language teacher preparation: A cross-continental collaboration
dc.title.alternativeUn enfoque basado en la práctica para la formación de profesores de lenguas extranjeras: Una colaboración internacional
dc.typeartículo
dc.volumenVol. 23
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