3. Components of Teachers’ Knowledge.
Richard 2001: 210-211 writes that core components of teachers’ knowledge include the following:
a
practical knowledge:
the teachers should have collections classroom techniques and strategies; b
content knowledge:
the teachers should understand well the subject of TESOL; c
contextual knowledge:
the school or institutional context, school norms, knowledge of the learner, including cultural and other relevant information should familiar by the
teacher; d
pedagogical knowledge:
the teachers should have capability to reorganize content knowledge for teaching purposes, and to plan, adapt, and
improvise; e
personal knowledge:
the teacher should has his own beliefs and principles and hisher individual approach to teaching; f
reflective knowledge:
the capacity of the teacher to reflect on and assess his or her own practice Richard, 2001: 209-210.
According to Schulman in Ornstein and Lesley 2000: 507, teachers need to master two types of knowledge: a
content,
also known as “deep” knowledge of subject itself; and b,
knowledge
of curricular development. It means that the teachers have deep understanding of the subject matter she teach based on the
curriculum operated at that time. Ornstein and Lesley added that the content of knowledge is more important because it deals with the teaching process, including
the most useful forms of representing and communicating content and how students’ best learn the specific concepts and topics of a subject Ornstein and
Lesley, 2000: 507.
In line England point out that the successful of teaching English as a foreign language how far the teachers acquire and develop knowledge about teaching
competency. England writes that effective English language teachers are:
obliged to look carefully at their professional development in order to improve their experiences in classrooms and to minimize burnout. The vast
majorities of teachers is self-directed and want to understand the complexity of their task and that of their students. As educators of others, teachers
intrinsically want and need to participate in ongoing development and change in their own professional lives. Teachers need to be supported in
their efforts. Too many good teachers have become worn down and ineffective as a result of unimproved, traditional teaching assignments that
characterized earlier ELT England, 1998: 2.
4. The Role of Teachers in the Teaching and Learning Activity
Kategori