Utilizing Innovative Ways for Pedagogizing EFL Teachers
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Abstract
The aim of this paper was to propose a useful concept of functional models for pedagogizing EFL (English as a Foreign Language) teachers. Models here are defined as contentless tasks or assignments that promote situated teacher learning. These models or frames were developed using current understandings of the effective teaching of teachers and advocated for a sociocultural perspective. In practice, EFL teacher trainers can make use of a series of models or frames and reflect on their potential uses together with the particular teaching of teacher concepts that they would like to promote and make use of.
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References
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