El-ebyary, K. (2015). Teachers’ Dual Vision from a Culturally Bound Angle: Student-teachers’ Voices. Journal of Research in Curriculum Instruction and Educational Technology, 1(1), 49-95. doi: 10.21608/jrciet.2015.24562
Khaled El-ebyary. "Teachers’ Dual Vision from a Culturally Bound Angle: Student-teachers’ Voices". Journal of Research in Curriculum Instruction and Educational Technology, 1, 1, 2015, 49-95. doi: 10.21608/jrciet.2015.24562
El-ebyary, K. (2015). 'Teachers’ Dual Vision from a Culturally Bound Angle: Student-teachers’ Voices', Journal of Research in Curriculum Instruction and Educational Technology, 1(1), pp. 49-95. doi: 10.21608/jrciet.2015.24562
El-ebyary, K. Teachers’ Dual Vision from a Culturally Bound Angle: Student-teachers’ Voices. Journal of Research in Curriculum Instruction and Educational Technology, 2015; 1(1): 49-95. doi: 10.21608/jrciet.2015.24562
Teachers’ Dual Vision from a Culturally Bound Angle: Student-teachers’ Voices
ask-based Language Teaching (TBLT) has become a well-known practice within different levels of language teaching in various parts of the world. However, research has generally acknowledged challenges in adopting TBLT in many foreign language teaching / learning contexts. . Besides, there has been little interest in finding out whether the use of certain approaches (TBLT in our case) is compatible with the views that student teachers in the Egyptian context might have about teaching and learning. The purpose of this study was to examine the impact of intensive TBLT training on student teachers’ views (acceptability ) and teaching practice (usability). It also focused on the extent to which intensive TBLT training would/would not alter any pre-conditioning state towards foreign language teaching. In addition to the training course, the current study involved the use of surveys, interviews and classroom observation. TBLT training led to positive views toward TBLT as an approach, but further findings revealed that participants’ previous experience with English language learning still influence their use of the approach. Analysis of classroom observation during the practicum showed a paradox as tasks as work-plans aligned with TBLT, but tasks-in-process (implementation) were geared more towards traditional teaching approaches.
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