Theorising for innovation: implications for English language teacher education
The paper begins by acknowledging the complexity of the challenges that the introduction of the new international curriculum standards has brought with it. It also acknowledges the role that these policies have played in opening a space for pedagogic research and innovation in teaching programs....
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2017
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| Online Access: | http://journalarticle.ukm.my/11638/ http://journalarticle.ukm.my/11638/1/20248-57790-1-SM.pdf |
| _version_ | 1848812785643814912 |
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| author | Ania Lian, Pertiwi, Widya Hanum Sari |
| author_facet | Ania Lian, Pertiwi, Widya Hanum Sari |
| author_sort | Ania Lian, |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | The paper begins by acknowledging the complexity of the challenges that the introduction of
the new international curriculum standards has brought with it. It also acknowledges the role
that these policies have played in opening a space for pedagogic research and innovation in
teaching programs. The paper argues that while policies are necessary to support change,
transformation of practice is an evolutionary process, necessitating critical engagement with
the vision that informs new policies, often requiring academics to confront the discourses
which support their current practices and analyse the tensions that this process of
confrontation may reveal. In relation to English language teacher education, one tension that
this study brought into focus is the problem of research innovation. The issue is important
since there is research to indicate that stagnation begins early, as a consequence of research
training and examination practices. The paper develops a strategy for addressing the problem
of research innovation, especially at the level of undergraduate education, and argues that
fostering innovation can be as easy as enabling students to explore problems, rather than
looking for textbook-based solutions that encourage intellectual compliance. |
| first_indexed | 2025-11-15T00:07:49Z |
| format | Article |
| id | oai:generic.eprints.org:11638 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:07:49Z |
| publishDate | 2017 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:116382018-05-06T14:00:40Z http://journalarticle.ukm.my/11638/ Theorising for innovation: implications for English language teacher education Ania Lian, Pertiwi, Widya Hanum Sari The paper begins by acknowledging the complexity of the challenges that the introduction of the new international curriculum standards has brought with it. It also acknowledges the role that these policies have played in opening a space for pedagogic research and innovation in teaching programs. The paper argues that while policies are necessary to support change, transformation of practice is an evolutionary process, necessitating critical engagement with the vision that informs new policies, often requiring academics to confront the discourses which support their current practices and analyse the tensions that this process of confrontation may reveal. In relation to English language teacher education, one tension that this study brought into focus is the problem of research innovation. The issue is important since there is research to indicate that stagnation begins early, as a consequence of research training and examination practices. The paper develops a strategy for addressing the problem of research innovation, especially at the level of undergraduate education, and argues that fostering innovation can be as easy as enabling students to explore problems, rather than looking for textbook-based solutions that encourage intellectual compliance. Penerbit Universiti Kebangsaan Malaysia 2017-08 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/11638/1/20248-57790-1-SM.pdf Ania Lian, and Pertiwi, Widya Hanum Sari (2017) Theorising for innovation: implications for English language teacher education. GEMA: Online Journal of Language Studies, 17 (3). pp. 1-17. ISSN 1675-8021 http://ejournal.ukm.my/gema/issue/view/999 |
| spellingShingle | Ania Lian, Pertiwi, Widya Hanum Sari Theorising for innovation: implications for English language teacher education |
| title | Theorising for innovation: implications for English language teacher education |
| title_full | Theorising for innovation: implications for English language teacher education |
| title_fullStr | Theorising for innovation: implications for English language teacher education |
| title_full_unstemmed | Theorising for innovation: implications for English language teacher education |
| title_short | Theorising for innovation: implications for English language teacher education |
| title_sort | theorising for innovation: implications for english language teacher education |
| url | http://journalarticle.ukm.my/11638/ http://journalarticle.ukm.my/11638/ http://journalarticle.ukm.my/11638/1/20248-57790-1-SM.pdf |