A Pedagogy for Teacher Education: Making Theory, Practice, and Context Connections for English Language Teaching
Main Article Content
Keywords
Teacher Education, English Language Teaching, Primary School, Theory/Practice, Multilingual Context
Abstract
This article discusses a pedagogic intervention on a pre-service teacher education course for studentteachers learning to teach English in the Singaporean, multilingual primary school. A case-method pedagogy was conceptualised in response to the teaching environment of Singapore and driven by two questions: one about the ability of student-teachers to make theory/practice connections, and the other about how they might develop professional values. Two examples of the case studies as they were employed during the course provide data. Another set comes from a survey which elicited student-teachers' reflections on their experiences of learning using this case-method pedagogy. The findings demonstrate that the contextualisation provided by the cases gave student-teachers opportunities for making effective theory/practice connections. It also led them to personalise their learning. Additionally, the results about ethics were suggestive of the development of professional values, showing an unexpected catalysis of a future-orientation to the profession. However, since the results about the development of teaching values were not conclusive, the article provided discussions on the current issue. Nevertheless, the case-method pedagogy is recommended as effective in teacher preparation, enabling theory and practice to be visibly connected through context.
References
Allen, J. M. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, 25, 647-654. http://dx.doi.org/10.1016/j.tate.2008.11.011
Arlin, P.K. (1999). The wise teacher: A developmental model of teaching. Theory into Practice, 38, 112-117). http://dx.doi.org/10.1080/00405849909543825
Bao, Z. (1998). The sounds of Singapore english. In J. A. Foley, T. Kandiah, Z. Bao, A. Gupta, L. Alasagoff, C. L. Ho, C. J. W.-L. Wee, I. S. Talib & W. Bokhorst-Heng (Eds.), English in new cultural contexts: Reflections from Singapore (pp. 152-174). Singapore: Singapore Institute of Management, Oxford University Press.
Berg, J. H. (2010). Constructing a clear path to accomplished teaching. Theory into Practice, 49(3), 193-202. http://dx.doi.org/10.1080/00405841.2010.487754
Bernhardt, E. B. (1994). A content analysis of reading methods texts: What are we told about the inonnative speaker of English? Journal of Reading Behaviour, 26(2), 159-189. http://dx.doi.org/10.1080/10862969409547844
Buckingham, D. (1994). Media education: The limits of a discourse. In B. Steirer & J. Maybin (Eds.), Language, Literacy and Learning in Instructional Practice (pp. 30-40). Clevedon: Multilingual Matters in association with the Open University.
Cervetti, G., Damico, J, & Pearson, D. P. (2006). Multiple literacies, new literacies and teacher education. Theory into Practice, 45(4), 378-386. http://dx.doi.org/10.1207/s15430421tip4504_12
Channel News Asia. (2010). Average size of Singapore household shrinks. Retrieved December 13th, 2010, from http://www.channelnewsasia.com/stories/singaporelocalnews/view/1084261/1/.html
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London; Thousand Oaks, CA: Sage.
Cheah, Y. M. (1998). The examination culture and its impact on literacy innovations: The case of Singapore. Language and Education, 31(2), 192-209. http://dx.doi.org/10.1080/09500789808666748
Cheah, Y. M. (2003). English language teaching in Singapore today. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 351-374.). Singapore: Eastern Universities Press.
Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2012). Practicalising theoretical knowledge in student-teachers' professional learning in initial teacher education. Teaching and Teacher Education, 28, 781-790. doi:10.1016/j.tate.2012.02.008
Chew, G. P. (2005). Change and continuity: English language teaching in Singapore. Asian EFL Journal, 7(1). http://www.asian-efl-journal.com/march_05_pc.php
Collinson, V. (1999). Redefining teacher excellence. Theory into Practice, 38(1), 4-11. http://dx.doi.org/10.1080/00405849909543824
Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3). doi:DOI:10.1177/0022487105285962
Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26, 351-362.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. http://dx.doi.org/10.2307/3588114
Genesee, F, Geva, E., Dressler, C., & Kamil, M. L. (2006). Synthesis: Cross-linguistic relationships. In D. August & T. Shanahan (Eds.), Developing literacy in second language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 153-176). Mahwah, NJ: Lawrence Erlbaum Associates.
Goodman, K. (1996). Preface. In J. Brown, K. Goodman & A. M. Marek (Eds.), Studies in miscue analysis: An annotated bibliography (pp. iv-ix). Newark, Delaware: International Reading Association.
Gregory, E., & Kenner, C. (2003). Becoming biliterate. In N. Hall, J. Larson & J. Marsh (Eds.), Handbook of Early Childhood Literacy (pp. 75-84). London: SAGE Publications Ltd. http://dx.doi.org/10.4135/9781848608207.n15
Gupta, A. F. (1994). The step-tongue: Children's English in Singapore. Clevedon: Multilingual Matters.
Hashim, S. Bte., & Brown, A. (2000). The [e] and [æ] vowels in Singapore English. In A. Brown, D. Deterding & E. L. Low (Eds.), The English Language in Singapore: Research on pronunciation. Singapore: Singapore Association of Applied Linguistics.
Ho, M. L. (2003). Past tense marking in Singapore English. In D. Deterding, E. L. Low & A. Brown (Eds.), English in Singapore: Research on grammar. Singapore: McGraw-Hill Education (Asia).
Hoban, G. (1997). Learning about lerning in the context of a sience methods course. In J. Loughran & D. Russell (Eds.), Teaching about teaching: purpose, passion, and pedagogy in teacher education (pp. 133-149). London: Falmer Press.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge: Cambridge University Press.
Korthagen, F., & Kessels, J. (1999). Linking theory and practice: changing the pedagogy of teacher education Educational Researcher, 28(4), 4-17.
Krashen, S.D. (1989). Language acquisition and language education: Extensions and applications. (2 ed.). New York: Prentice Hall International.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351-358. http://dx.doi.org/10.1177/0022487106291976
Loughran, J. (2006). Developing a pedagogy of teacher education: understanding teaching and learning about teaching. London: Routledge.
Loughran, J., & Russell, D. (2007). Beginning to understand teaching as a discipline. Studying teacher education, 3(2), 217-227.
Lunenberg, M., Korthagen, F., & Willemse, M. (2007). Value-based teacher education: the role of knowledge, language, and golden moments. In D. Russell & J. Loughran (Eds.), Enacting a pedgaogy of teacher education: values, relationships and practies (pp. 166-181). London and New York: Routledge.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: John Wiley and Sons.
Merseth, K. (1996). Cases and case methods in teacher education. In J. Sikula (Ed.), Handbook of research in teacher education (pp. 722-744). New York: Simon and Schuster.
Ministry of Education. (1991). English language syllabus. Singapore: Curriculum Planning and Development Division, Ministry of Education, Singapore.
Ministry of Education. (2000). English language syllabus. Singapore: Curriculum Planning and Development Division, Ministry of Education, Singapore. https://www.moe.gov.sg/education/syllabuses/english-languageand-literature/
Ministry of Education. (2009). English Language Syllabus 2010: Primary and Secondary(Express/Normal[Academic]). Singapore: Curriculum Planning and Development Division, Ministry of Education, Singapore. https://www.moe.gov.sg/education/syllabuses/english-language-and-literature/ Ministry of Education. (n.d.). Singapore education milestones 2004-2005. Retrieved August 31, 2008, from http://www.moe.gov.sg/about/yearbooks/2005/
Moll, L. C., & Dworin, J.E. (1996). Biliteracy development in classrooms: Social dynamics and cultural possibilities. In D. Hicks (Ed.), Discourse, learning and schooling (pp. 221-246). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/cbo9780511720390.008
National Institute of Education. (2009). A teacher education model for the 21st century: A report by the National Institute of Education. Singapore: National Institute of Education.
Shanmutgaratnam, T. (2002). Speech by Mr. Tharman Shanmugaratnam, Senior Minister for trade and industry & education, at the Tamil Murasu Most Inspiring Tamil Teacher Award 2002 on Sunday, 13 October, 2002 at 3:15pm. Retrieved from http://www.moe.gov.sg/media/speeches/2002/sp14102002.htm
Shulman, L. S. (1996). Just in case: reflections on learning from experience. In K. T. J. Colbert, P. Desberg, & K. Trimble (Eds.), The case for education: contemporary approaches for using case methods (pp. 197-217). Boston: Allyn & Bacon.
Shulman, L. S. (1992). Towards a pedagogy of cases In J. H. Shulman (Ed.), Case methods in teacher education (pp. 1-30). New York and London: Teachers College.
Shulman, L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: Macmillan.
Sripathy, M. (1998). Language Teaching Pedagogies and Cultural Scripts: The Singapore Primary Classroom. In S. Gopinathan, A. Pakir, W. K. Ho & V. Saravanan (Eds.), Language, Society and Education in Singapore: Issues and trends. (2 ed., pp. 269-280). Singapore: Times Academic Press.
Thang, L. L. (2005). Private matters, public concern: Procreation issues in Singapore. The Japanese Journal of Population, 3(1), 76-108.
Tompkins, G. E. (2014). Language arts: Patterns of practice (8th ed.). Upper Saddle River, New Jersey: Pearson.
Twiselton, S. (2006). The problem with English: The exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy, 40(2),88-96. http://dx.doi.org/10.1111/j.1467-9345.2006.00437.x
Winch, G, Ross Johnston, R, March, P, Ljungdahl, L, & Holliday, M. (2010). Literacy: Reading and writing and children's literature (4th ed.). Melbourne: Oxford University Press.
Arlin, P.K. (1999). The wise teacher: A developmental model of teaching. Theory into Practice, 38, 112-117). http://dx.doi.org/10.1080/00405849909543825
Bao, Z. (1998). The sounds of Singapore english. In J. A. Foley, T. Kandiah, Z. Bao, A. Gupta, L. Alasagoff, C. L. Ho, C. J. W.-L. Wee, I. S. Talib & W. Bokhorst-Heng (Eds.), English in new cultural contexts: Reflections from Singapore (pp. 152-174). Singapore: Singapore Institute of Management, Oxford University Press.
Berg, J. H. (2010). Constructing a clear path to accomplished teaching. Theory into Practice, 49(3), 193-202. http://dx.doi.org/10.1080/00405841.2010.487754
Bernhardt, E. B. (1994). A content analysis of reading methods texts: What are we told about the inonnative speaker of English? Journal of Reading Behaviour, 26(2), 159-189. http://dx.doi.org/10.1080/10862969409547844
Buckingham, D. (1994). Media education: The limits of a discourse. In B. Steirer & J. Maybin (Eds.), Language, Literacy and Learning in Instructional Practice (pp. 30-40). Clevedon: Multilingual Matters in association with the Open University.
Cervetti, G., Damico, J, & Pearson, D. P. (2006). Multiple literacies, new literacies and teacher education. Theory into Practice, 45(4), 378-386. http://dx.doi.org/10.1207/s15430421tip4504_12
Channel News Asia. (2010). Average size of Singapore household shrinks. Retrieved December 13th, 2010, from http://www.channelnewsasia.com/stories/singaporelocalnews/view/1084261/1/.html
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London; Thousand Oaks, CA: Sage.
Cheah, Y. M. (1998). The examination culture and its impact on literacy innovations: The case of Singapore. Language and Education, 31(2), 192-209. http://dx.doi.org/10.1080/09500789808666748
Cheah, Y. M. (2003). English language teaching in Singapore today. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 351-374.). Singapore: Eastern Universities Press.
Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2012). Practicalising theoretical knowledge in student-teachers' professional learning in initial teacher education. Teaching and Teacher Education, 28, 781-790. doi:10.1016/j.tate.2012.02.008
Chew, G. P. (2005). Change and continuity: English language teaching in Singapore. Asian EFL Journal, 7(1). http://www.asian-efl-journal.com/march_05_pc.php
Collinson, V. (1999). Redefining teacher excellence. Theory into Practice, 38(1), 4-11. http://dx.doi.org/10.1080/00405849909543824
Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3). doi:DOI:10.1177/0022487105285962
Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26, 351-362.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. http://dx.doi.org/10.2307/3588114
Genesee, F, Geva, E., Dressler, C., & Kamil, M. L. (2006). Synthesis: Cross-linguistic relationships. In D. August & T. Shanahan (Eds.), Developing literacy in second language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 153-176). Mahwah, NJ: Lawrence Erlbaum Associates.
Goodman, K. (1996). Preface. In J. Brown, K. Goodman & A. M. Marek (Eds.), Studies in miscue analysis: An annotated bibliography (pp. iv-ix). Newark, Delaware: International Reading Association.
Gregory, E., & Kenner, C. (2003). Becoming biliterate. In N. Hall, J. Larson & J. Marsh (Eds.), Handbook of Early Childhood Literacy (pp. 75-84). London: SAGE Publications Ltd. http://dx.doi.org/10.4135/9781848608207.n15
Gupta, A. F. (1994). The step-tongue: Children's English in Singapore. Clevedon: Multilingual Matters.
Hashim, S. Bte., & Brown, A. (2000). The [e] and [æ] vowels in Singapore English. In A. Brown, D. Deterding & E. L. Low (Eds.), The English Language in Singapore: Research on pronunciation. Singapore: Singapore Association of Applied Linguistics.
Ho, M. L. (2003). Past tense marking in Singapore English. In D. Deterding, E. L. Low & A. Brown (Eds.), English in Singapore: Research on grammar. Singapore: McGraw-Hill Education (Asia).
Hoban, G. (1997). Learning about lerning in the context of a sience methods course. In J. Loughran & D. Russell (Eds.), Teaching about teaching: purpose, passion, and pedagogy in teacher education (pp. 133-149). London: Falmer Press.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge: Cambridge University Press.
Korthagen, F., & Kessels, J. (1999). Linking theory and practice: changing the pedagogy of teacher education Educational Researcher, 28(4), 4-17.
Krashen, S.D. (1989). Language acquisition and language education: Extensions and applications. (2 ed.). New York: Prentice Hall International.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351-358. http://dx.doi.org/10.1177/0022487106291976
Loughran, J. (2006). Developing a pedagogy of teacher education: understanding teaching and learning about teaching. London: Routledge.
Loughran, J., & Russell, D. (2007). Beginning to understand teaching as a discipline. Studying teacher education, 3(2), 217-227.
Lunenberg, M., Korthagen, F., & Willemse, M. (2007). Value-based teacher education: the role of knowledge, language, and golden moments. In D. Russell & J. Loughran (Eds.), Enacting a pedgaogy of teacher education: values, relationships and practies (pp. 166-181). London and New York: Routledge.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: John Wiley and Sons.
Merseth, K. (1996). Cases and case methods in teacher education. In J. Sikula (Ed.), Handbook of research in teacher education (pp. 722-744). New York: Simon and Schuster.
Ministry of Education. (1991). English language syllabus. Singapore: Curriculum Planning and Development Division, Ministry of Education, Singapore.
Ministry of Education. (2000). English language syllabus. Singapore: Curriculum Planning and Development Division, Ministry of Education, Singapore. https://www.moe.gov.sg/education/syllabuses/english-languageand-literature/
Ministry of Education. (2009). English Language Syllabus 2010: Primary and Secondary(Express/Normal[Academic]). Singapore: Curriculum Planning and Development Division, Ministry of Education, Singapore. https://www.moe.gov.sg/education/syllabuses/english-language-and-literature/ Ministry of Education. (n.d.). Singapore education milestones 2004-2005. Retrieved August 31, 2008, from http://www.moe.gov.sg/about/yearbooks/2005/
Moll, L. C., & Dworin, J.E. (1996). Biliteracy development in classrooms: Social dynamics and cultural possibilities. In D. Hicks (Ed.), Discourse, learning and schooling (pp. 221-246). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/cbo9780511720390.008
National Institute of Education. (2009). A teacher education model for the 21st century: A report by the National Institute of Education. Singapore: National Institute of Education.
Shanmutgaratnam, T. (2002). Speech by Mr. Tharman Shanmugaratnam, Senior Minister for trade and industry & education, at the Tamil Murasu Most Inspiring Tamil Teacher Award 2002 on Sunday, 13 October, 2002 at 3:15pm. Retrieved from http://www.moe.gov.sg/media/speeches/2002/sp14102002.htm
Shulman, L. S. (1996). Just in case: reflections on learning from experience. In K. T. J. Colbert, P. Desberg, & K. Trimble (Eds.), The case for education: contemporary approaches for using case methods (pp. 197-217). Boston: Allyn & Bacon.
Shulman, L. S. (1992). Towards a pedagogy of cases In J. H. Shulman (Ed.), Case methods in teacher education (pp. 1-30). New York and London: Teachers College.
Shulman, L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: Macmillan.
Sripathy, M. (1998). Language Teaching Pedagogies and Cultural Scripts: The Singapore Primary Classroom. In S. Gopinathan, A. Pakir, W. K. Ho & V. Saravanan (Eds.), Language, Society and Education in Singapore: Issues and trends. (2 ed., pp. 269-280). Singapore: Times Academic Press.
Thang, L. L. (2005). Private matters, public concern: Procreation issues in Singapore. The Japanese Journal of Population, 3(1), 76-108.
Tompkins, G. E. (2014). Language arts: Patterns of practice (8th ed.). Upper Saddle River, New Jersey: Pearson.
Twiselton, S. (2006). The problem with English: The exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy, 40(2),88-96. http://dx.doi.org/10.1111/j.1467-9345.2006.00437.x
Winch, G, Ross Johnston, R, March, P, Ljungdahl, L, & Holliday, M. (2010). Literacy: Reading and writing and children's literature (4th ed.). Melbourne: Oxford University Press.
Article Sidebar
Published
Dec 31, 2016
Article Details
How to Cite
Jones, S. A. (2016). A Pedagogy for Teacher Education: Making Theory, Practice, and Context Connections for English Language Teaching. AsTEN Journal of Teacher Education, 1(2). https://doi.org/10.56278/asten.v1i2.295
Section
Research Article