Cuban Voices: A Case Study of English Language Teacher Education

Autor/in	Smith, Steven John
Titel	Cuban Voices: A Case Study of English Language Teacher Education
Quelle	In: International Education Journal: Comparative Perspectives, 15 (2016) 4, S.100-111 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Foreign Countries; Qualitative Research; Teacher Educators; Communicative Competence (Languages); Educational Research; Teaching Methods; Mentors; Faculty Development; Observation; Peer Groups; Caring; Collectivism; Teacher Education; Teacher Attitudes; Cultural Context; History; Geography; Preservice Teachers; Field Experience Programs; Interviews; Focus Groups; Cuba + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Qualitative Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Gleichaltrigengruppe; Peer Group; Care; Pflege; Sorge; Betreuung; Lehrerverhalten; Geschichte; Geschichtsdarstellung; Geografie; Praxisnahes Lernen; Interviewing; Interviewtechnik; Kuba
Abstract	This case study uses qualitative research methods and a postcolonial paradigm to listen to the voices of Cuban teacher educators describing how they educate and prepare English language teachers in Cuba. English language teacher education in Cuba includes features that are considered innovative, contemporary and good practice in the Western world. It is contextualised to respect Cuba´s sociocultural environment and it makes use of Cuban themes, history, culture and geography. Teacher educators, born and educated in Cuba by Cubans, use a "pedagogy of tenderness" to build on caring relationships and emphasise institutionalised values of solidarity, collectivism and collaboration. A communicative approach is used to develop the communicative competence of pre-service teachers. Development of pedagogical competence is facilitated through collaboration, peer observation, mentoring, modelling and ongoing professional development. Teacher educators prepare pre-service teachers to undertake extensive field experience and support them in schools as they teach and develop educational research skills. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01