![]() ![]() The second part is a continuum measure that requires the student teacher to choose from the given statements what s/he believes about some of the educational aspects. The first part requires the student teacher to draw himself/herself in a teaching situation. The full study in published in the International Journal of Environmental and Science Education (7(2), 291-311). We are reporting a preliminary data for a study that aimed to reveal the mental images of student teachers of science at the Faculty of Education, Sultan Qaboos University about teaching. The paper is presented as a case study of how content-based language instruction can be applied in a situation where a more traditional ESP type programme would normally be employed. This paper sets out to describe the rationale, planning, implementation, evaluation, and revisions for the project as a whole. ![]() Although there is considerable literature based on various aspects of this programme (Adams-Smith 1984 Bilton & Fahmy 1990 Fahmy & Bilton 1989a, 1989b, 1989c Flowerdew 1990 Griffiths 1989 Stevens 1991), there is no single paper which provides an overview of the project. ![]() This paper reports on a large scale experimental content-based language curriculum which has been developed over the last decade at Sultan Qaboos University (SQU), Sultanate of Oman. Although certain prerequisites are necessary for the adoption in other contexts of a content-based approach such as the one reported, the main strength of the project is emphasised as its ability to reduce tension between learners, content-teachers, and language teachers, as illustrated by specific features of the programme. It describes (a) the antecedents and theoretical basis for content-based language instruction, (b) how this relates to the background and rationale for the project under review, (c) the original curriculum framework for the project, and (d) the revised framework developed in the light of experience. This paper reports on an approach to the development of a large-scale content-based language instruction curriculum in an English medium, tertiary setting. The results show that while the trainers have helped their student teachers to develop as reflective teachers, there are certain practices and aspects adopted by the trainers that need to be reconsidered, as they can have negative implications for teacher preparation. This quantitative study describes the responses of 90 final year ELT student teachers and eight of their trainers at Sultan Qaboos University in the Sultanate of Oman, to a survey about the roles, approaches and strategies used to help the student teachers to reflect on their teaching. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they incorporate in their training, which can have implications related to the perceived worth of reflective practice. Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. ![]()
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