translation studies. retrospective and prospective views

experiences and time for reflection are closely integrated. L T E can bring
teachers into action research and from there into critical and participatory
investigations. From novice to expert teacher, to be effective means to get
technical competence of proven principles and shape the classroom practice
to fit certain theories. Teachers can also construct their own theories and
progress matching their teaching to the demands of their learners and the
particular classroom situations they can face.
From such a perspective, teacher development is as evolutionary
process of self-discovery and self-renewal. L T E should help teachers to
explore and refine their belief systems.What really influences them is a
number of factors like:
• their own experience;
• established practice;
• personality factors;
• principles derived from an approach or method;
The promotion of teacher as learner and the improvement of the
professional practice can be achieved through 3 sorts of implications:
• connecting personal knowledge to empirical
knowledge;
• practising reflection in response to the classroom
practice;
• encouraging supportive community(peer assessment,
implying parents in school projects connected to
language programmes);
VI. The role of language teacher education
L T E has a mediating role between applied linguistics research and
the professional practice of language teaching and language policy
development. Five L T E roles are suggested:
• a critical attitude to different theories;
• a tolerant attitude towards new ideas;
• the evaluator’s attitude through peer assistance and
trained leadership;
• an exploratory attitude;
• a continuity attitude;
Asking teachers to reflect on specific instances on their teaching can
be an excellent stimulus for interpreting situations multidimensionally, for
thinking flexibly and acting with purpose.
Notes
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