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Professionalism, Teacher Education, and the Importance of Training and Development
Abstract
As a qualified school and certified language teacher the author is regarded as a relatively experienced professional educator, who accepts that identities evolve\). Both as a trainee and qualified teacher, the author felt that high standards of professionalism were expected in study and work, and that the author was a member of a collective profession of which the author was proud to be a part. In contrast, enrolling on a CELTA course and subsequently working as a TESOL and, more specifically and recently, EAP practitioner, the author has never experienced that same connection. This chapter thus sets out to explore what is meant by the terms ‘profession(s),' ‘professionalisation,' and ‘professionalism.' It then considers the professionalism of the mainstream teaching profession, before moving on to examine the professionalism of TESOL and EAP. Additional attention is also paid to the problematic issue of TESOL pre-service education, in particular due to how inadequacies here can create numerous problems in due course.
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