Many studies have suggested that personal practical knowledge is essential for professional development. Recently,there has been growing recognition of the importance of teacher educators’ personal practical knowledge of‘language’ for student learning development. However, the need for teacher educators to first understand their ownlanguage-oriented development in content-based classroom interaction has not received as much emphasis. Thecurrent intervention study investigates how eleven experienced teacher educators understand their language-orienteddevelopment through the control of task difficulty, small-group instruction and directed response questioning. Datawere examined by conducting content and constant comparison analyses. The results showed that the interventionaffected the educators’ language-oriented development, which in turn affected their awareness and decisions made toimprove their methods of initiation and response during classroom interaction. The results call for more concreteways to expend teacher educators’ practical knowledge of language to further develop and enhance theirlanguage-oriented teaching performance in content-based classroom interaction.
Teacher Educators’ Understanding of Their Language-Oriented Development in Content-Based Classroom Interaction
