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Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning

Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning

Abdulmalik Yusuf Ofemile
Copyright: © 2019 |Pages: 28
ISBN13: 9781522558460|ISBN10: 1522558462|EISBN13: 9781522558477
DOI: 10.4018/978-1-5225-5846-0.ch017
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MLA

Ofemile, Abdulmalik Yusuf. "Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning." Handbook of Research on Curriculum Reform Initiatives in English Education, edited by Christopher Denman and Rahma Al-Mahrooqi, IGI Global, 2019, pp. 283-310. https://doi.org/10.4018/978-1-5225-5846-0.ch017

APA

Ofemile, A. Y. (2019). Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning. In C. Denman & R. Al-Mahrooqi (Eds.), Handbook of Research on Curriculum Reform Initiatives in English Education (pp. 283-310). IGI Global. https://doi.org/10.4018/978-1-5225-5846-0.ch017

Chicago

Ofemile, Abdulmalik Yusuf. "Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning." In Handbook of Research on Curriculum Reform Initiatives in English Education, edited by Christopher Denman and Rahma Al-Mahrooqi, 283-310. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5846-0.ch017

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Abstract

In the English language teaching context in Nigeria, teacher training-institutions often use theoretical and outdated curriculum with little emphasis on the acquisition of communicative language teaching (CLT) skills or content mastery. This does not adequately prepare teachers for work in basic and secondary schools. This chapter focuses on the potential of using professional community of learning to train pre-service teachers of English in CLT approaches. Two groups of teachers with similar pre-service training were evaluated during teaching practice, with one group being exposed to CLT approaches. Results suggest that pre-service teachers that were exposed to CLT approaches performed better in class than those who were not. Following these results, the potential for replication and integration into the national teacher-training curriculum in Nigeria is explored.

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