ERIC Number: ED159888
Record Type: RIE
Publication Date: 1975
Reference Count: N/A
Free to Become: Preservice Education. Perspective: A New Freedom. ACTFL Review of Foreign Language Education, Vol. 7.
Wing, Barbara H.
Recent developments and means to promote competence and flexibility in preservice training of foreign language teachers are examined. Five issues the profession faces in preparing qualified candidates are: redefining the role of foreign language teachers in general and of the generalist and specialist in particular; selecting the candidates; identifying preservice program content; developing procedures and programs to achieve commitment and competence, and expanding professional awareness and cooperation. Two movements influencing the nature of preservice programs are competency-based or performance-based teacher education and the humanizing movement. Multistep integrative teacher education programs include early field experiences, an extended stay in the target country, and a dual system of methods courses combining theoretical and experiential training. Focusing research efforts on what actually happens in the classroom is a basis for developing models for promoting student learning and designing strategies for teaching. The continuum concept of preservice and inservice training, demonstration techniques, microteaching, classroom interaction, student-centered classrooms, individualization, student teaching, videotaped instruction, teaching centers and specialized training for bilingual/bicultural education, elementary school instruction, urban teaching, and college teaching are discussed. (SW)
Descriptors: Bilingual Teachers, Competency Based Teacher Education, FLES, Higher Education, Humanistic Education, Language Instruction, Language Teachers, Preservice Teacher Education, Second Language Learning, Teacher Attitudes, Teacher Education, Teacher Education Curriculum, Teacher Educators, Teacher Motivation, Teacher Qualifications, Teacher Role, Teaching Methods
Not Available Separately; See FL 009 633
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: American Council on the Teaching of Foreign Languages, New York, NY.