Creative Education

Volume 4, Issue 12 (December 2013)

ISSN Print: 2151-4755   ISSN Online: 2151-4771

Google-based Impact Factor: 0.94  Citations  h5-index & Ranking

Looking Back at the New Knowledge Bases of EFL Teacher Education

HTML  Download Download as PDF (Size: 134KB)  PP. 752-756  
DOI: 10.4236/ce.2013.412106    5,096 Downloads   6,561 Views   Citations
Author(s)

ABSTRACT

This article discusses the trend of reconceptualizing EFL teachers’ knowledge base to avoid the separation between theory and practice, which is in particular reflected on the establishment of some new EFL teachers’ knowledge domains. However, the horizontal categorizing approaches of teachers’ knowledge establish another gap between theory and practice and the hierarchical approach formulates so much abstract knowledge for teachers. The construct of knowledge of EFL classroom interaction is a pilot inquiry to create an interface between “theory knowledge” and “practice knowledge” from the teachers’ needs. In the end of the article, a rough knowledge framework is constructed for EFL classroom interaction on teachers’ needs.

Cite this paper

Zhu, H. (2013). Looking Back at the New Knowledge Bases of EFL Teacher Education. Creative Education, 4, 752-756. doi: 10.4236/ce.2013.412106.

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.