%0 Journal Article
%T Understanding foreign language teachers¡¯ practical knowledge: What¡¯s the role of prior language learning experience?
%A Sibel Ar£¿o£¿ul
%J Journal of Language and Linguistic Studies
%D 2007
%I Journal of Language and Linguistic Studies
%X Teachers¡¯ practical knowledge is considered as teachers¡¯ general knowledge, beliefsand thinking (Borg, 2003) which can be traced in teachers¡¯ practices (Connelly & Clandinin,1988) and shaped by various background sources (Borg, 2003; Grossman, 1990; Meijer,Verloop, and Beijard, 1999). This paper initially discusses how language teachers areinfluenced by three background sources: teachers¡¯ prior language learning experiences, priorteaching experience, and professional coursework in pre- and in-service education. Bydrawing its data from the author¡¯s longitidunal study, it also presents the findings of a crosscasetheme emerged from the investigation of three English as a foreign language (EFL)teachers¡¯ prior language learning experiences. The paper also discusses how the participationin studies on teachers¡¯ knowledge raises teachers¡¯ own awareness while it informs theresearch.
%K Foreign language teachers
%K English as foreign language teachers
%K teachers¡¯ practical knowledge
%K prior language learning experiences
%K foreign language teachers¡¯ development.
%U http://www.jlls.org/Issues/Volume%203/No.1/sariogul.pdf