A1 Refereed original research article in a scientific journal
Pre-service Language Teachers’ Reflections and Initial Experiences on the Use of Textbooks in Classroom Practice
Authors: Maijala Minna
Publisher: Academy Publication Co., Ltd
Publication year: 2020
Journal: Journal of Language Teaching and Research
Volume: 11
Issue: 2
eISSN: 2053-0684
DOI: https://doi.org/10.17507/jltr.1102.03
Web address : 10.17507/jltr.1102.03
Abstract
In foreign language (FL) teaching and learning, textbooks provide the major source for both teachers and learners (see e.g., Guerrettaz & Johnston, 2013; Richards, 2014). Although the use of textbooks and other teaching materials is one of the factors that makes the difference between novice and experienced teachers (see e.g., Savova, 2009), too little attention is paid to their use in teacher training programmes (see e.g., Canniveng & Martinez, 2003). Based on research literature and empirical data derived from a questionnaire (N = 51) and interviews (N = 12) among FL teacher trainees during the one-year teacher training programme at a Finnish university, the following questions are addressed: What are pre-service language teachers’ reflections on FL textbooks and their use? What kinds of experiences teacher trainees had with FL textbooks during the one-year teacher education programme? The results of this study give us more information on how language teacher trainees learn to use textbooks and other teaching materials. For instance, it emerged from the findings that the trainees were willing to create learner-centred teaching materials. In addition, the study can give ideas of how to develop courses for FL teacher education in order to pay more attention to a more independent use of textbooks and other teaching materials.
In foreign language (FL) teaching and learning, textbooks provide the major source for both teachers and learners (see e.g., Guerrettaz & Johnston, 2013; Richards, 2014). Although the use of textbooks and other teaching materials is one of the factors that makes the difference between novice and experienced teachers (see e.g., Savova, 2009), too little attention is paid to their use in teacher training programmes (see e.g., Canniveng & Martinez, 2003). Based on research literature and empirical data derived from a questionnaire (N = 51) and interviews (N = 12) among FL teacher trainees during the one-year teacher training programme at a Finnish university, the following questions are addressed: What are pre-service language teachers’ reflections on FL textbooks and their use? What kinds of experiences teacher trainees had with FL textbooks during the one-year teacher education programme? The results of this study give us more information on how language teacher trainees learn to use textbooks and other teaching materials. For instance, it emerged from the findings that the trainees were willing to create learner-centred teaching materials. In addition, the study can give ideas of how to develop courses for FL teacher education in order to pay more attention to a more independent use of textbooks and other teaching materials.
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