本文拟主要讲述的是第一语言教师教育的方法，本文件旨在探讨第一语言教师教育的方法，允许两个问题：内容知识和教学实践。摘要本文论述了母语教师培训在一定程度上实现了知识、学术基础的发展，并形成了一套完整的教育实践体系。摘要母语教师的教学和准备是语言教学领域的一项很受欢迎的活动。摘要母语教师教育作为一个普遍的发展领域是相对较新的。在规划项目中，必须要衡量的必要决策与规划任何教学计划的决定是一样的——即教学内容知识、教学计划。在这些领域的合作决策中提出的问题构成了本文其余部分的焦点(Mitchell，2016)。本篇美国essay代写文章由美国论文通AssignmentPass辅导网整理，供大家参考阅读。
This document seeks to examine approaches to first language teacher education by allowing for two issues: content knowledge and instructional practice. This paper considers the degree to which mother tongue teacher training has urbanized an intellectual, academic groundwork and evolved an exact body of educational practices. The instruction and preparation of first language teachers are a well popular activity within the field of language teaching. The acknowledgment of mother tongue teacher education as a general growing area is relatively new. In planning programs, the necessary decisions which have to be measured are the same as those concerned in planning any of instructional program- namely Pedagogical Content Knowledge, Instructional planning. Issues raised in making decisions in cooperation of these domains form the focal point for the rest of this paper (Mitchell, 2016).
To settle on the pedagogical content knowledge in the field of first language teacher education, it is essential to recognize the sources of this information. Teacher- perceived wants to refer to the job and the kinds of skills that they need for performing arts on those tasks. Expert’s view relates to the opinion of topic matter specialists, and other professionals refer to the first language teachers who require to know. These sources can provide management in setting up new programs and evaluating how well the profession is gathering its aims. Views of language teaching specialists as to what constitute the center body of premise, idea, skills and practices in the field are most enthusiastically seen in what they write about the area. The contrast of the contented of introductory textbooks in the field reveals a sensible base of present authority opinion. Few would anticipate linguists that have a primary input to the plan of first language teacher education programs today, but there is no agreement as to what the most proper knowledge is. They contain deliberation of issues such as theories of language, mother tongue learning and learner errors. To some degree, they also imitate on a skills-oriented advance than one which attributes a larger role to the teaching of grammar or literature (Wydick, 2009).
They vary in the extent to which they contract with educational issues, classroom organization and assessment. Another cause for the formative content of first language teacher education is through identifying the kinds of equipment that teachers do the job. Driving mechanism for a teacher training program is from the sequence obtained. In the case of an in-service program plan, teachers can be consulted in a straight line about the type of expert growth and guidance that they think they need. The professional teachers of English language need pedagogical training to be a teacher. The academic training in English language and linguistics should be professional. Present perform refers to what mother tongue teacher education programs proffer to teachers in preparation. Task analysis refers to deriving pedagogical satisfied knowledge from an examination of the circumstances in teacher’s work, the tasks they typically complete on the job and the kinds of skills they need for performing those jobs.
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