Spanish Teacher Education Programs and Community Engagement
Апстракт
Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through practice that novice teachers construct their new professional identities. Consequently, typical teacher preparation programs require a number of classroom practice hours, which is not easily carried out in the educational context where there is a limited number of target language courses; such is the case of Spanish language instruction in Serbia. This study presents examples of two service-learning programs aimed at providing teaching practice for pre-service Spanish teachers in Serbia, while answering to the needs and interests of specific,communities. The theoretical and practical implications of this investigation may help outline a model o...f foreign language teacher education programs for social and educational contexts that lack a large-scale target language audience. Issues of future foreign language teachers' identity and cognition regarding the language education policy creation and the teaching process itself are also addressed.
Кључне речи:
Spanish language / situated learning / service-learning / identity / foreign language teacher educationИзвор:
Hispania-A Journal Devoted to the Teaching of Spanish and Portuguese, 2013, 96, 2, 283-294Издавач:
- Amer Assoc Teachers Spanish Portuguese, Inc, Walled Lake
DOI: 10.1353/hpn.2013.0056
ISSN: 0018-2133
WoS: 000321165500008
Scopus: 2-s2.0-84896281476
Институција/група
Filološki fakultet / Faculty of PhilologyTY - JOUR AU - Jovanović, Ana S. AU - Filipović, Jelena PY - 2013 UR - https://repff.fil.bg.ac.rs/handle/123456789/888 AB - Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through practice that novice teachers construct their new professional identities. Consequently, typical teacher preparation programs require a number of classroom practice hours, which is not easily carried out in the educational context where there is a limited number of target language courses; such is the case of Spanish language instruction in Serbia. This study presents examples of two service-learning programs aimed at providing teaching practice for pre-service Spanish teachers in Serbia, while answering to the needs and interests of specific,communities. The theoretical and practical implications of this investigation may help outline a model of foreign language teacher education programs for social and educational contexts that lack a large-scale target language audience. Issues of future foreign language teachers' identity and cognition regarding the language education policy creation and the teaching process itself are also addressed. PB - Amer Assoc Teachers Spanish Portuguese, Inc, Walled Lake T2 - Hispania-A Journal Devoted to the Teaching of Spanish and Portuguese T1 - Spanish Teacher Education Programs and Community Engagement EP - 294 IS - 2 SP - 283 VL - 96 DO - 10.1353/hpn.2013.0056 UR - conv_1495 ER -
@article{ author = "Jovanović, Ana S. and Filipović, Jelena", year = "2013", abstract = "Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through practice that novice teachers construct their new professional identities. Consequently, typical teacher preparation programs require a number of classroom practice hours, which is not easily carried out in the educational context where there is a limited number of target language courses; such is the case of Spanish language instruction in Serbia. This study presents examples of two service-learning programs aimed at providing teaching practice for pre-service Spanish teachers in Serbia, while answering to the needs and interests of specific,communities. The theoretical and practical implications of this investigation may help outline a model of foreign language teacher education programs for social and educational contexts that lack a large-scale target language audience. Issues of future foreign language teachers' identity and cognition regarding the language education policy creation and the teaching process itself are also addressed.", publisher = "Amer Assoc Teachers Spanish Portuguese, Inc, Walled Lake", journal = "Hispania-A Journal Devoted to the Teaching of Spanish and Portuguese", title = "Spanish Teacher Education Programs and Community Engagement", pages = "294-283", number = "2", volume = "96", doi = "10.1353/hpn.2013.0056", url = "conv_1495" }
Jovanović, A. S.,& Filipović, J.. (2013). Spanish Teacher Education Programs and Community Engagement. in Hispania-A Journal Devoted to the Teaching of Spanish and Portuguese Amer Assoc Teachers Spanish Portuguese, Inc, Walled Lake., 96(2), 283-294. https://doi.org/10.1353/hpn.2013.0056 conv_1495
Jovanović AS, Filipović J. Spanish Teacher Education Programs and Community Engagement. in Hispania-A Journal Devoted to the Teaching of Spanish and Portuguese. 2013;96(2):283-294. doi:10.1353/hpn.2013.0056 conv_1495 .
Jovanović, Ana S., Filipović, Jelena, "Spanish Teacher Education Programs and Community Engagement" in Hispania-A Journal Devoted to the Teaching of Spanish and Portuguese, 96, no. 2 (2013):283-294, https://doi.org/10.1353/hpn.2013.0056 ., conv_1495 .