This article considers some ways of tackling input in pre-service teacher training. First, it highlights the context and structure of a pre-service course currently provided by the Faculty of Arts, University of Ljubljana, Slovenia. Then it goes on to describe the process of designing a syllabus forthe course capitalizing on its methodology component which draws on a wide range of current refl ection-oriented models and approaches to teacher training. From these models, a teacher-training activities 'generator' is derived, which allows for the formation of many teacher-training procedures. It is argued that such methodology, besides giving trainees the opportunity to examine their attitudes, beliefs and assumptions, also echoes classroom practice.

Rights

URN

URN:NBN:SI:DOC-QV7VGS1I

COBISSID

25792610

Added

11.03.2021

Metadata

Citation

APA:

Skela, Janez (2004). Training pre-service language teachers. ELOPE (Ljubljana), volume 1, issue 1/2, str. 157-170. URN:NBN:SI:DOC-QV7VGS1I from http://www.dlib.si

MLA:

Skela, Janez. "Training pre-service language teachers." ELOPE (Ljubljana) volume 1. issue 1/2 (2004) str. 157-170.
<http://www.dlib.si/?URN=URN:NBN:SI:DOC-QV7VGS1I>

ELOPE
2004-
(Assembly record)