Towards More Learning-Centred English-Medium Education: Promoting the Combination of "Backward Design" and "Community of Practice" in Teacher Training

Autor/in	Konttinen, Miia
Titel	Towards More Learning-Centred English-Medium Education: Promoting the Combination of "Backward Design" and "Community of Practice" in Teacher Training
Quelle	In: Innovation in Language Learning and Teaching, 16 (2022) 4-5, S.381-391 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Konttinen, Miia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2064469
Schlagwörter	Faculty Development; Communities of Practice; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Protocol Analysis; Mastery Learning; Multilingualism; Teaching Methods; Learning Processes; Masters Programs; Curriculum Implementation; College Faculty; Outcomes of Education; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Community; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Magister course; Magisterstudiengang; Fakultät; Lernleistung; Schulerfolg; Ausland; Finnland
Abstract	Purpose: Teaching in English-medium education (EME) requires mastery of content and ability to teach in a multilingual setting, but also pedagogical expertise and didactic agility. However, there is an apparent lack of proper training of EME teachers, who are typically experts of their field, but not necessarily equipped to design and implement EME. Moreover, there is still an evident gap with respect to understanding how EME teachers turn curricula into actual teaching and students' learning. By addressing this gap, the present study provides recommendations for EME teacher training. Approach: Finland, with its long EME traditions, was the present study's context. Data saturation, i.e. adequate data richness and thickness [Fusch, P. I., and L. R. Ness. 2015. "Are We There Yet? Data Saturation in Qualitative Research." "The Qualitative Report" 20 (9): 1408-1416] was achieved by interviewing four teachers, each from a different English-medium master's programme, following the think aloud method. The interviews focused on curriculum implementation and the aspects guiding it. Findings: As a result of the thematic analysis, two distinctive themes were identified. First, the curriculum implementation in EME programmes seems teacher-oriented and activity- and content-driven, whereas ideally it should be more learning-centred. Second, the EME teachers seem to be operating to a great extent very independently, hence there appears to be a lack of programme-level co-operation. Value: As a contribution to developing EME teacher training, this study recommends promoting the combination of the "backward design" and "community of practice" via teacher training. Moreover, the study advocates teacher training that is less focused on individuals, and keener on supporting and training programme staff as collective entities. backward design community of practice (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01