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oai:icu.repo.nii.ac.jp:00002631 2023-05-15T09:51:58Z 12:317:318

Teacher Development or Training?: Recent Developments in Second / Foreign Language Teacher Education Ohata, Kota The research focus in second language teacher education for the last decade has undergone a shift from searching for better ways to train teachers to trying to describe and understand the process of how teachers learn to teach through their self-awareness or reflection. In line with this recent shift of emphasis from the notion of training to that of development, the idea of teacher exploration or an exploratory approach has often been discussed as a sort of “liberating tool” for teachers from the pressure of identifying a best or better way of teaching (Gebhard & Oprandy, 1999). This paper, thus, outlines and discusses recent developments in the field by addressing a) how is teacher development different from teacher training? b) what is teacher exploration in relation to teacher development? and c) what are activities that teachers can use to work on their development and to explore their teaching? While illustrating some of the key assumptions that underlie the idea of teacher development/exploration in contrast to traditional views of teacher training, this paper also emphasizes the potential benefits of an exploratory approach as part of our own learning processes as language teachers and educators. International Christian University the Division of Languages 2008-02-01 departmental bulletin paper https://doi.org/10.34577/00002584 https://icu.repo.nii.ac.jp/records/2631 10.34577/00002584 AA11036468 0913-3615 語学研究 ICU Language Research Bulletin 22 1 16 https://icu.repo.nii.ac.jp/record/2631/files/7.Ohata LRB V22.pdf application/pdf 134.7 kB 2014-10-31