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DOI

10.14221/ajte.1980v5n1.1

Abstract

At the moment, teacher educators are being forced to contemplate their contribution to the making of a good teacher more seriously than before. Those who feel most vulnerable are the method teachers, since the failures of students in their first year of teaching are most often attributed to the method teacher. I will take English teachers as my example partly because that is my area of immediate concern, partly because so many teachers trained in other areas find themselves teaching English at some stage, and partly because in most states English is a compulsory study up to the end of secondary school.

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Link to publisher version (DOI)

10.14221/ajte.1980v5n1.1