Theorising for innovation: implications for English language teacher education
The paper begins by acknowledging the complexity of the challenges that the introduction of the new international curriculum standards has brought with it. It also acknowledges the role that these policies have played in opening a space for pedagogic research and innovation in teaching programs....
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2017
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| Online Access: | http://journalarticle.ukm.my/11638/1/20248-57790-1-SM.pdf http://journalarticle.ukm.my/11638/ http://ejournal.ukm.my/gema/issue/view/999 |
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| Summary: | The paper begins by acknowledging the complexity of the challenges that the introduction of
the new international curriculum standards has brought with it. It also acknowledges the role
that these policies have played in opening a space for pedagogic research and innovation in
teaching programs. The paper argues that while policies are necessary to support change,
transformation of practice is an evolutionary process, necessitating critical engagement with
the vision that informs new policies, often requiring academics to confront the discourses
which support their current practices and analyse the tensions that this process of
confrontation may reveal. In relation to English language teacher education, one tension that
this study brought into focus is the problem of research innovation. The issue is important
since there is research to indicate that stagnation begins early, as a consequence of research
training and examination practices. The paper develops a strategy for addressing the problem
of research innovation, especially at the level of undergraduate education, and argues that
fostering innovation can be as easy as enabling students to explore problems, rather than
looking for textbook-based solutions that encourage intellectual compliance. |
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