FROM THEORY TO PLANNING: AN ANALYSIS OF PRE-SERVICE TEACHERS' INTERPRETATION OF TESOL METHODS

Abstract

The present study explores how pre-service teachers of English education program articulate theories of the Methodology in TESOL analyzed based on Pedagogical Content Knowledge learned in the form of written assignment and analyzes how they interpret their understanding into individual mini lesson designs. In particular, the focus is on how the understanding of the theoretical concept of TESOL methodologies is put into a lesson plan design based on the alignment and discrepancy of both sides. The data were collected based on the students’ assignment reporting their knowledge of subject matter, their lesson plan describing their knowledge of instructional strategies and curriculum knowledge to validate the content appropriate for the level of students. The data were analyzed through analyzing 4 group assignments and 10 individual lesson plans produced by the samples through doing the cross-case analysis in which how wrong alignment, partial alignment and misalignment happened. The finding suggest that pedagogical knowledge of TESOL methodologies is essential but the skill to translate the knowledge into coherent and relevant instructional planning remains vital. The course, methodology in TESOL, should move beyond conceptual understanding and facilitate sustained scaffolding, modeling and reflective practice to help them close the gap between conceptual knowledge written in books and articles and relevant and specific lesson planning