英国索尔福德论文代写:弗里曼和约翰逊

Keywords:英国索尔福德论文代写

1998弗里曼和约翰逊呼吁对外语教师教育的知识基础的概念重构。他们指出，“L2教师教育的知识基础已经被定义在很大程度上是基于语言学习者如何习得第二语言，而较少关于L2教学是如何学习或如何实行”（约翰逊等，2009：21）。他们还认为，二语教师教育的知识基础必须不仅包括学科知识或学科内容，而且还包括二语教学的内容知识（弗里曼和约翰逊，1998：410）。在这方面，他和贝利（2004）认为，有效的教师必须具有陈述性知识“知识点”和“程序性知识-能力做的事情”。此外，舒尔曼和舒尔曼（2004）重新定义了不同类型的知识，应该构成一个知识基础，使用五个集群：视觉，动机，理解，实践和反思。接下来，他们指出，知识基础包括共享的知识（知识团队或社区应该有），和分布式知识（知识每个成员应该有）。他们认为这样的知识基础不是静态的，而是动态的和成长的，基于这种新的认识，约翰逊把知识库定义为我们如何准备二语教师从事这项工作的基础。约翰逊还指出，教师教育的知识基础通知三个董事会领域.
英国索尔福德论文代写:弗里曼和约翰逊
In 1998 Freeman and Johnson called for the reconceptualisation of the knowledge base of L2 teacher education. They pointed out that 'The knowledge base of L2 teacher education has been defined largely based on how language learners acquire a second language and less on how L2 teaching is learned or how it is practiced' (Johnson et al., 2009 :21). They also argued that knowledge base of L2 teacher education must include not only the disciplinary knowledge or the subject matter but also the content knowledge of L2 teaching (Freeman & Johnson, 1998: 410). In this regard, Pasternak and Bailey (2004) argued that effective teachers must have both declarative knowledge-"knowledge about something"-and procedural knowledge-"ability to do things". Also, Shulman and Shulman (2004) redefined the different kinds of knowledge that should constitute a knowledge base using five clusters: vision, motivation, understanding, practice, and reflection. Next, they stated that a knowledge base consists of shared knowledge (knowledge a team or community should have), and distributed knowledge (knowledge each member should have). They viewed such a knowledge base not as static, but as dynamic and growing.Based on this new understanding, Johnson defined the knowledge base as the basis upon which we make decisions about how to prepare L2 teachers to do the work of this profession. Johnson also stated that the knowledge base in teacher education informs three board areas