| The purposes of this study were to describe: (1) the processes that were utilized to construct knowledge in a foreign language teaching methods course, and (2) the course content. The design was a qualitative case study using transcripts of the classroom discourse as primary data and techniques of observation, interviewing, and document analysis to gather secondary data sources. Participants included seven students and the teacher educator at a university in the Southeastern United States.; It was found that two processes were used to construct knowledge--interactions with and observations of experts, and practice. First, experts were defined as the teacher educator, guest foreign language professionals, education students, and classroom teachers. The teacher educator scaffolded student contributions to class discussions, teaching practice, and presentations. Students observed interactions the teacher educator engaged in with guests and with peers and adopted her interactional behaviors.; Second, the students practiced creating tasks which prepared them to complete course assignments. The course assignments, in turn, prepared the students for classroom teaching responsibilities, such as lesson planning, creating materials and assessments for language learners, and teaching presentations. The content underlying all activities in the course consisted of applying previously learned material or theoretical concepts to discussions, teaching observations, practice teaching assignments, presentations, and course assignments.; Two conclusions can be drawn about foreign language teacher education. First, contact with foreign language professionals can be beneficial to preservice teachers. Such contacts can provide ideas, role models, and discourse skills to join the speech community of foreign language teachers. Second, practice can be structured in methods courses to provide experience with managing teaching responsibilities. Third, practice with and emphasis on applying theoretical concepts to planning, teaching practice, preparing language learner practice activities, and preparing language learner assessment exercises may be important content for foreign language methods preparation. This study has practical and theoretical implications for foreign language teacher education, higher education, and teacher educator development. |
