TEACHER EDUCATION: A STANDARDS-BASED ANALYSIS

Abstract

Purpose of the study: This article aims to critically discuss the standards-based approach to language teacher education which was very popular initially in Britain and later in other parts of the world where it started to be followed as an ideal model for language teacher education. Given its popularity, a need was identified to have a critical appraisal of this popular approach for the benefit of the relevant stakeholders. Methodology: For this purpose, this analytical article throws light on both the strengths and weaknesses of this approach through a review of other relevant empirical studies set in different educational contexts as stored in different databases and draws from a range of studies to evaluate and summarise the issues about the standards-based approach to language teacher education. Main Findings: In light of the review findings, it is found and suggested that the standards-based approach should not have completely relied upon teacher education programs. Teacher education must be conceived of not as the experience and interpretation of a pre-determined prescribed pedagogic practice. However, if adopted in any way, the weaknesses of the standards-based approach can be mitigated if used in combination with other approaches. Applications of this study: This study will provide stakeholders with a better understanding of the purpose and benefits of the implementation of a standards-based approach in a student-centred classroom. The originality of this study: This study seems valuable as there exist quite limited studies, especially the recent ones, on the said topic, therefore, this study might seem to be beneficial for the relevant stakeholders who are interested in the implementation of a standards-based approach in a student-centred classroom.