An investigation into the pre-service preparation of secondary teachers of English

[摘要] ENGLISH ABSTRACT: This study is an exploration into the pre-service preparation of secondary teachers of English. The investigation was prompted by three main factors that affect the teachingof English at secondary level. South Africa's new language policy and the role of English in the new democracy, far-reaching changes in the country's education policy,and the tendency worldwide for teachers not to be regarded as professionals in contemporary society.The literature review focused on past and present concecptions of language teaching, views of language, the learner, and language learning, views of knowledge and viewsof the teacher. The concepts teacher education and teacher training were investigated and their relative merits compared, and three models for language teacher education were discussed.In order to obtain first-hand information on the preparation of secondary teacher ofEnglish, questionnaires were sent out to two sets of respondents: all lecturers/tutors involved in such preparation at university faculties of education in South Africa, and excellent teachers of English in the Western Cape. It was assumed that thelecturers/tutors would know what was essential to this type of preparation, and thatexcellent secondary teachers of English would be professionals who would know whatthe teaching of English entailed and would be able to articulate what they viewed asessential to the pre-service course. The questionnaire provided for both restricted andunrestricted responses.Both the literature review and the findings of the survey strongly suggest that pre-servicepreparation of secondary teachers of English should be along the lines ofteacher education rather than teacher training This implies that a process as well as aproduct orientated approach should be taken. Rather than merely providing studentswith a particular method, tools and skills which they apply unthinkingly in theirclassrooms, teachers should be educated to evaluate each individual teaching situationand to apply the methods and skills needed for that situation. This presupposes theyhave a sound knowledge of the theory and principles underlying different languageteaching methods, an awareness of the different needs of their pupils, the confidence to alter teaching techniques when necessary, knowledge of themselves and their pupils,and that they be open to change.

[发布机构] Stellenbosch University