Foreign Language Teacher Education: Current Practices and an Assessment of Needs

Alice C. Omaggio and Stanley L. Shinall

The ANNALS of the American Academy of Political and Social Science, 1987, vol. 490, issue 1, 147-162

Abstract: This article describes current practice in foreign language teacher education programs—middle-school through post-secondary levels—and provides recommendations for change that might be facilitated through the development of a national foreign language pedagogical research agenda. Discussion of teacher education practices centers around the following concerns: (1) policies regarding the admission and retention of students; (2) the content of teacher education programs, including core courses in the subject-matter specialization or major, professional education courses, and instruction in methodology; (3) preservice teaching experiences; (4) certification standards; and (5) in-service opportunities and maintenance of professional skills. The qualifications of teacher-training personnel, for both secondary and post-secondary settings, are also discussed. Recommendations for the development of a national agenda are grouped into three categories: (1) research and development activities; (2) in-service development opportunities; and (3) opportunities for leadership training. Such an agenda should aid the profession in its efforts to bring about needed change in the education and development of the nation's foreign language teachers.

Date: 1987
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Persistent link: https://EconPapers.repec.org/RePEc:sae:anname:v:490:y:1987:i:1:p:147-162

DOI: 10.1177/0002716287490001011

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