Facilitating EFL Teacher Learning: Trends and Issues

Abstract

curriculum development process. It is therefore vital that they are as well-developed as possible. This paper uses a simple three-part conceptual model to review a number of aspects of the current state of research and theorising in ELT in this area. It does so in relation to the learning needs of the largest and most representative section of the ELT teacher constituency, i.e., nonnative speaker teachers of EFL who are intending to or are already working in local, state-sector educational institutions.

Work in the following areas is described and discussed: first, in terms of ‘course-based’ teacher learning, i) the development of new ‘formats’ at the MA level, ii) the application of a ‘sociocultural’ approach to teacher learning and, iii) current tendencies to downplay the importance of teachers’ knowledge of and about language; second, with respect to 'school-based' teacher learning, some of the practical issues involved in effecting it, as well as the need for further development, particularly in terms of ‘mentoring’ structures; and, thirdly, the importance of and ways in which more teacher learning-friendly educational innovations might be developed by ‘parent’ education systems. The paper concludes by indicating some of the directions which future 'R & D' in this area might usefully take.