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Teacher education
English language teaching
Primary school
Multilingual context
Issue Date: 
Jones, S. A. (2016). A pedagogy for teacher education: Making theory, practice, and context connections for English language teaching. AsTEN Journal of Teacher Education, 1(2), 68-85.
This article discusses a pedagogic intervention on a pre-service teacher education course for studentteachers
learning to teach English in the Singaporean, multilingual primary school. A case-method
pedagogy was conceptualised in response to the teaching environment of Singapore and driven by
two questions: one about the ability of student-teachers to make theory/practice connections, and
the other about how they might develop professional values. Two examples of the case studies were
presented as they were employed during the course provide data. Another set comes from a survey
which elicited student-teachers’ reflections on their experiences of learning using this case-method
pedagogy. The findings demonstrate that the contextualisation provided by the cases gave studentteachers
opportunities for making effective theory/practice connections. It also led them to personalise
their learning. Additionally, the results about ethics were suggestive of the development of professional
values, showing an unexpected catalysis of a future-orientation to the profession. However, since the
results about the development of teaching values were not conclusive, the article provided discussions
on the current issue. Nevertheless, the case-method pedagogy is recommended as effective in teacher
preparation, enabling theory and practice to be visibly connected through context.
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