ERIC Number: ED339204
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
EFL Teacher Education Curriculum Development as Inquiry: The Orosz Szakos Tanarok Atkepzesi Program.
Gebhard, J. G.; Duncan, Barbara
A discussion of language teacher education focuses on the importance of making formative curriculum evaluation and curriculum development an integral part of the teacher education program. The paper begins with a description of the Russian Teacher Reeducation Program in Hungary, at Janus Pannonius University, a rigorous inservice program for Russian language teachers. A 2-week intensive summer component was designed initially by talking with Russian teachers, Hungarian and American administrators, and a Hungarian professor and students and by studying reference materials and the grant proposal. As the process of developing, delivering, implementing, and evaluating the curriculum progressed, formal inquiry continued through discussion and conferences, interviews, and observation. The learner-centered approach used in the summer curriculum was extended into the fall program component. It is concluded that the use of ongoing inquiry into the effectiveness and appropriateness of the teacher education curriculum, with resulting information incorporated into the program immediately, is valuable for making informed curriculum decisions, improving relevance, widening teacher horizons, opening channels of communication, and creating a learning process for the teacher educator. A 23-item bibliography is included. (MSE)
Descriptors: Case Studies, Continuing Education, Curriculum Development, English (Second Language), Foreign Countries, Formative Evaluation, Higher Education, Inservice Teacher Education, Language Teachers, Program Descriptions, Program Design, Relevance (Education), Russian, Second Language Instruction, Teacher Education Curriculum
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Janus Pannonius University (Hungary)
Note: Paper presented at the International Conference on Second Language Teacher Education (Kowloon, Hong Kong, April 1991).