THEORETICAL FOUNDATIONS OF METHODOLOGICAL PREPAREDNESS
Keywords:
methodological preparedness, foreign language education, teacher trainingAbstract
This article explores the theoretical underpinnings of methodological preparedness among future foreign language teachers. It examines the key concepts, components, and historical development of methodological preparedness and its relevance in contemporary foreign language education. The study identifies core competencies required for effective teaching and highlights influential theories and models that inform best practices in developing methodological readiness
References
Brown, H. D. (2007). Teaching by Principles: An
Interactive Approach to Language Pedagogy.
Pearson Education.
Richards, J. C., & Rodgers, T. S. (2014).
Approaches and Methods in Language
Teaching. Cambridge University Press.
Harmer, J. (2015). The Practice of English
Language Teaching. Pearson Education.
Kumaravadivelu, B. (2003). Beyond Methods:
Macrostrategies for Language Teaching. Yale
University Press.
Littlewood, W. (1981). Communicative
Language Teaching: An Introduction.
Cambridge University Press.
Nunan, D. (1999). Second Language Teaching
and Learning. Heinle & Heinle.
Shulman, L. S. (1987). Knowledge and
Teaching: Foundations of the New Reform.
Harvard Educational Review, 57(1), 1-22.
Interviews and personal communication with
educators and program designers conducted
between April-May2023.
Notes from training session observations
conducted between January-March,2023.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
