Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective

Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to te...

Full description

Saved in:
Bibliographic Details
Published inLanguage teaching research : LTR Vol. 24; no. 1; pp. 71 - 81
Main Author Van Canh, Le
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.01.2020
Sage Publications Ltd
Subjects
English (Second Language)
Faculty Development
Foreign Countries
Inservice Teacher Education
Knowledge
Knowledge Base for Teaching
Knowledge Level
Language Proficiency
Language Teachers
Misconceptions
Pedagogical Content Knowledge
Second Language Instruction
Second language teachers
Teacher Competencies
Teacher education
Teaching Methods
Vietnam
Vietnam
language teacher education
teacher knowledge base
socially-situated identities
pedagogical learner knowledge
Online AccessGet full text

Cover

More Information
Summary:Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to teach responsively is desired.
ISSN:1362-1688
1477-0954
DOI:10.1177/1362168818777525