Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

participants reading and discussing statements related to teaching like, 
whether our learners should know grammar; what is the role of reading 
aloud and translation; the role of the mother tongue in learning foreign 
languages; and the role of encouragement and reward ... in the middle of 
the discussion one young teacher stood up and said: ‘I don’t think this dis-
cussion will help me. You must give me something tangible, ready-made 
recipes, which I can take to my class on Monday!’
REFLECTION
Think about the case above. What is the disconnect between the 
teacher trainer and the language teacher? Do you share the teacher’s 
opinion? If so, why; if not, why not?
The teacher’s view is not unique. Kouraogo (1987) writes that teachers 
are reported to be consistently asking for “practical tips and ready-made 
materials to be used as soon as they return to their classrooms” (p. 173). 
Hargreaves and Fullan (1992) state that teachers do need knowledge and 
skills that will increase their ability to provide improved opportunities for 
their students to learn. Teachers need deeper subject knowledge and 

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RECONCEPTUALIZING LANGUAGE TEACHING
greater confidence in classroom management and proficiency in new 
teaching strategies with a focus on learning rather than on teaching only. 
Hargreaves and Fullan (1992) argue that understanding teacher develop-
ment process involves not only knowledge and skills teachers need but 
also understanding “what sort of person the teacher is and the context in 
which most teachers work” (p. 14).
Additionally, many researchers in L2 teacher cognition studies and in 
teacher development look towards the KASA model to understand teacher 
learning and teacher dynamics. The KASA model is based on Knowledge, 
Attitude, Skills, and Awarenesses and is portrayed in the following model: