Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate
[Task-Based Language Teaching 12] 2018
► pp. 266–192
Chapter 10. Becoming a task-based teacher educator
A case study
In this chapter, I adopt a case study approach to my own transformation from academic researcher to university-level teacher educator responsible for training future language teachers and providing training and professional development workshops to language teachers in my community. I describe how I set out as a newly-minted Ph.D. with a background in second language acquisition (SLA) research and a specialization in task-based language teaching (TBLT), and why and how I had to move beyond my own SLA-based training in order to be able to support teachers in the real world of classroom, particularly those encountering TBLT for the first time. Fundamental to my transition was what I learned from classroom observation, teachers’ feedback, action research, and conscious reflection on my own practices. In what follows, I explore this process through the prism of TBLT, that is, in relation to a suite of courses and workshops on language teaching methodology and TBLT, and chart the evolution of a task-based orientation to the delivery of those courses and its impact on my development as a teacher educator. In this I highlight how the construct of ‘task’ played a useful and facilitative role in framing reflection and development within a teacher education context. With this personal narrative, my goal is to draw on my own experience to highlight the real-world needs of classroom teachers, particularly those new or transitioning to TBLT, and how those needs might best be served by teacher educators.
Cited by other publications
This list is based on CrossRef data as of 30 june 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.