EXPLORING THE CURRICULUM OF SECOND LANGUAGE TEACHER EDUCATION (SLTE) IN CHILE: A CASE STUDY

Authors

  • Maria Alba Barahona
    Bio
     The Australian National University

DOI:

https://doi.org/10.4151/07189729-Vol.53-Iss.2-Art.261

Keywords:

Assessment assessment tasks students re"ections Chile.

Abstract

This  paper  explores  SLTE  curriculum  and  speci!cally  examines  the  course  structure  of  a  teacher education  program  in  Chile.  This  examination  is  done  through  a  Cultural  historical  activity  theory (CHAT) lens. CHAT is a theory of human development, which sees learning as a collective and mediated activity.  This  study  used  a  qualitative  research  design  analysing  a  complex  data  set.  The  analysis  of documents and participants' perceptions on the course structure revealed a constant tension between a developmental curricular model and a training model in which content knowledge competed with practical pedagogical knowledge. The !ndings also con!rm the tendency of English pro!ciency as the most prominent knowledge in this context.

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Published

2014-06-27

How to Cite

Barahona, M. A. (2014). EXPLORING THE CURRICULUM OF SECOND LANGUAGE TEACHER EDUCATION (SLTE) IN CHILE: A CASE STUDY. Perspectiva Educacional, 53(2), 45–67. https://doi.org/10.4151/07189729-Vol.53-Iss.2-Art.261

Issue

Vol. 53 No. 2 (2014): Teacher Trainning

Section

Editorial

License

Copyright (c) 2014 Maria Alba Barahona

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.