The Knowledge Base for Language Teacher Education Revisited: A Review

Charles Ochieng' Ong'ondo

Abstract


The debate on the knowledge base for teacher education (TE) in general and language teacher education in particular
has been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issue
of the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:
What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to consider
pedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogical
reasoning is the need for language teachers to understand the relationships between principles and procedures of
language teaching. While this paper focuses on English language, I believe that the issues raised are relevant to any
other second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge base
for LTE is not limited to English Language (EL) Contexts.


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References


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DOI: https://doi.org/10.5430/ijelt.v4n2p27

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International Journal of English Language Teaching     ISSN 2329-7913 (Print)   ISSN 2329-7921 (Online)

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