Pre-service programs featured a distinct division between university coursework and a school practicum that followed it. This narrow traditional view of teacher preparation has unfortunately kept our profession from recognizing that the development of teaching expertise, as well as that of language proficiency and cultural awareness, is a life-long process that occurs throughout a teacher's career. T eacher education is being transformed as a result of current research in teacher development and reform, as well as nationwide endeavors to establish professional standards for teachers. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
T his panel discussion will explore how these national efforts and current research are beginning to have an impact on teacher education programs in foreign languages. A lthough our profession is poised to have an impact on teacher education programs like never before in our history, this change is not without its challenges. Currently foreign language teachers are in great demand while the profession and nation are raising standards and demanding increasing accountability from teachers and students. The context for teacher education has changed in recent years as a high percentage of the teaching force is entering retirement, fewer prospective teachers are entering the profession, and school districts are expanding language programs. National Board for Professional Teaching Standards.