Research ArticleOpen AccessGoogle Scholar indexed
Looking Back at the New Knowledge Bases of EFL Teacher Education
College of International Studies, Southwest University, Chongqing, China
- 1 College of International Studies, Southwest University, Chongqing, China
Creative Education·Volume 04 (2013)·Pages 752–756·Published 25 October 2013·DOI10.4236/ce.2013.412106
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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.
KeywordsEFL Teachers’ Knowledge BaseKnowledge Domainsthe Knowledge of EFL Classroom
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