Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536670
Title: EFL teacher preparation, teacher conceptual frames and the task of implementing pedagogical change : directions for future teacher education and development in Tunisia
Author: Derbel, Fazia
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2001
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Abstract:
This thesis exammes the links between the provision of English as a Foreign Language teacher education and development (EFL TED) and the current situation in Tunisia in a period of educational and curricular change. The study starts by examining issues at the macro level and explores the connection between economic re-structuring, educational policy and the role allocated to English within this reform period. It then describes EFL teacher education and features of the new English Language Teaching (ELT) curriculum in Tunisia. At the micro level, a semistructured interview is employed to explore the views of fifteen EFL teachers concerning their education, training and development and issues related to the implementation of some innovative aspects of the ELT curriculum. Qualitative analysis of the data uncovered areas of tension and ambiguity signalling a degree of incompatibility between the teachers' perceptions of learning, teaching and the teacher's role and the concepts underlying the intended ELT curriculum and the educational reform in general. I recommend some strategies that might resolve the mismatch. I suggest ways to strengthen the Teaching of English as a Foreign Language (TEFL) component at university level and to foster teacher reflection at the probationary phase and post-probationary phase. I argue that serious attention needs to be paid to the conceptual dimensions of teaching by strengthening the education of teachers in the area of current issues in the profession and in general education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536670  DOI: Not available
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