Exporting Methodologies
The Reflective Approach in Teacher Training
Bibliographic Data
| ID | 12112954 |
|---|---|
| Authors | Ana Halbach (0000-0003-3172-061X, corresponding author) |
| Year | 2002 |
| Volume | 15 |
| Issue | 3 |
| Pages | 243-250 |
| Publication date | 2002-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908310208666648 |
| OpenAlex | W2056884397 |
| Language | EN |
| References cited | 1 |
In the field of English language teaching there seems to be a generalised tendency to accept and use teaching methodologies and textbooks in certain contexts that have been developed in and for a different context. Recently, this rather unquestioning use of methodologies has been challenged (see, for example, Holliday, 1994), with authors pointing out that what might be suitable for one situation might not be equally so for a different one. Thus, it would seem to be more fruitful to try to establish the appropriateness of what has been imported and, if necessary, make the suitable changes and adaptations, so as to make most of the methodology. This is precisely the aim of the present paper, which explores the extent to which a reflective approach to teacher training is suitable for teaching undergraduate students a course in methodology at the University of Alcalá in Spain, and, if not, what kind of changes will make it more fruitful in this specific context
Context (archaeology · Engineering ethics · Epistemology · Field (mathematics · Mathematics education · Pedagogy · Sociology · Training (meteorology · Computer Science · EFL/ESL Teaching and Learning · Engineering · Mathematics · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |