A1 Journal article (refereed)
Towards more learning-centred English-medium education : promoting the combination of backward design and community of practice in teacher training (2022)
Konttinen, M. (2022). Towards more learning-centred English-medium education : promoting the combination of backward design and community of practice in teacher training. Innovation in Language Learning and Teaching, 16(4-5), 381-391. https://doi.org/10.1080/17501229.2022.2064469
JYU authors or editors
Publication details
All authors or editors: Konttinen, Miia
Journal or series: Innovation in Language Learning and Teaching
ISSN: 1750-1229
eISSN: 1750-1237
Publication year: 2022
Publication date: 18/04/2022
Volume: 16
Issue number: 4-5
Pages range: 381-391
Publisher: Routledge
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1080/17501229.2022.2064469
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/80840
Abstract
Teaching in English-medium education (EME) requires mastery of content and ability to teach in a multilingual setting, but also pedagogical expertise and didactic agility. However, there is an apparent lack of proper training of EME teachers, who are typically experts of their field, but not necessarily equipped to design and implement EME. Moreover, there is still an evident gap with respect to understanding how EME teachers turn curricula into actual teaching and students’ learning. By addressing this gap, the present study provides recommendations for EME teacher training.
Approach
Finland, with its long EME traditions, was the present study’s context. Data saturation, i.e. adequate data richness and thickness [Fusch, P. I., and L. R. Ness. 2015. “Are We There Yet? Data Saturation in Qualitative Research.” The Qualitative Report 20 (9): 1408–1416] was achieved by interviewing four teachers, each from a different English-medium master’s programme, following the think aloud method. The interviews focused on curriculum implementation and the aspects guiding it.
Findings
As a result of the thematic analysis, two distinctive themes were identified. First, the curriculum implementation in EME programmes seems teacher-oriented and activity- and content-driven, whereas ideally it should be more learning-centred. Second, the EME teachers seem to be operating to a great extent very independently, hence there appears to be a lack of programme-level co-operation.
Value
As a contribution to developing EME teacher training, this study recommends promoting the combination of the backward design and community of practice via teacher training. Moreover, the study advocates teacher training that is less focused on individuals, and keener on supporting and training programme staff as collective entities.
Keywords: content and language integrated learning; English language; teacher training; curricula
Free keywords: English-medium education; teacher training; curriculum implementation; think aloud method; community of practice; backward design
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2022
Preliminary JUFO rating: 1
