Focusing on epistemological beliefs in an ELT train-the-trainer program

England, N

Focusing on epistemological beliefs in an ELT train-the-trainer program

England, N

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Publication Type:: Journal Article
Citation:: English Australia Journal, 2022, 38, (1), pp. 5-15
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	England, N https://orcid.org/0000-0002-1790-8942
dc.date.accessioned	2022-12-07T20:39:09Z
dc.date.available	2022-12-07T20:39:09Z
dc.date.issued	2022-01-01
dc.identifier.citation	English Australia Journal, 2022, 38, (1), pp. 5-15
dc.identifier.issn	1444-4496
dc.identifier.issn	2202-6169
dc.identifier.uri	http://hdl.handle.net/10453/164219
dc.description.abstract	Epistemological beliefs – such as beliefs about the value attached to different forms of language teacher knowledge – play a key role in knowledge interpretation and reconstruction in language teacher education. This article first presents a case for an explicit focus on epistemological beliefs in an ELT train-the-trainer program for state sector primary and secondary teachers of English in the developing world who currently conduct, or will go on to conduct, in-service teacher education in their local context. The main part of the article provides suggestions for how this could be done, at the beginning, in the middle, and at the end of the program
dc.language	en
dc.relation.ispartof	English Australia Journal
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.title	Focusing on epistemological beliefs in an ELT train-the-trainer program
dc.type	Journal Article
utslib.citation.volume	38
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
dc.date.updated	2022-12-07T20:39:08Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	38
utslib.citation.issue	1

Abstract:

Epistemological beliefs – such as beliefs about the value attached to different forms of language teacher knowledge – play a key role in knowledge interpretation and reconstruction in language teacher education. This article first presents a case for an explicit focus on epistemological beliefs in an ELT train-the-trainer program for state sector primary and secondary teachers of English in the developing world who currently conduct, or will go on to conduct, in-service teacher education in their local context. The main part of the article provides suggestions for how this could be done, at the beginning, in the middle, and at the end of the program

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http://hdl.handle.net/10453/164219