Donald Freeman

Donald Freeman
University of Michigan | U-M · School of Education

About

48
Publications
16,983
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
5,035
Citations
Citations since 2017
5 Research Items
2075 Citations
20172018201920202021202220230100200300
20172018201920202021202220230100200300
20172018201920202021202220230100200300
20172018201920202021202220230100200300

Publications

Publications (48)
Chapter
This chapter examines educational research approaches that study human activity through time by intervening in those activities. These forms of “research by design” share common features that can be termed ‘heuristic’. Participants engage in defining the focus and designing interventions to address it; the engagement is iterative and it generally l...
Article
This article examines how the concept of a knowledge-base in language teacher education has changed since the 1998 proposal. Arguing that a knowledge-base evolves in two ways: through changes in the field of knowledge, and through changes driven by the work that knowledge supports, I describe two problems: ‘translating’ theory into practice and the...
Conference Paper
Full-text available
Recognizing the importance of English Language education for the national development of Qatar, this study addresses the critical need to understand the learning processes of English language teachers and how they make sense out of professional development (PD) opportunities. The study is premised on the argument that to improve effectiveness of ed...
Article
New conceptualizations of English are challenging traditional norms of what the language is, as well as how it is taught and by whom. These changes, coupled with the expansion of teaching English across the educational spectrum from younger grades to tertiary levels, present challenges to many national education systems. The role of teachers’ Engli...
Article
Full-text available
This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The Learning4Teaching (L4T) project is a multi-country serie...
Article
Full-text available
The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher cogni...
Article
Full-text available
The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers’ English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers ‘teach English in English’. W...
Technical Report
Full-text available
ELTeach is an online professional development program consisting of two courses, English-for-Teaching and Professional Knowledge for English Language Teaching (ELT). Each course includes a coordinated assessment leading to a score report and certificate for individual teachers. Developed with reference to international and national teaching standar...
Article
This article argues that Firth and Wagner's 1997 contribution gained influence in second/foreign language teaching partly owing to a loose group of conceptual and ideological preconditions that drew on classroom methodologies, debates over educating second language teachers, and new views of how teachers could document and analyze their own practic...
Chapter
In his Six Promising Directions in Applied Linguistics, Dick Allwright (2006, Chapter 1 in this volume) makes the case that we have moved from seeing language teaching and learning as a singular, unified undertaking to one that is multi-faceted, messy and even chaotic (the latter are my words, not his.) Allwright describes this shift as a movement...
Article
Full-text available
This paper argues that teachers' mental lives represent the ‘hidden side’ of teaching. It examines how teacher learning and teacher knowledge, as central attributes of those mental lives, have been conceptualized and studied since 1975 and traces connections to similar work in English language teaching (ELT) 2 . While the majority of literat...
Article
Highlights research priorities for the Teaching English to Speakers of Other Languages (TESOL) field, including the following: age of beginning instruction, learning to read in a second language, dual-language education for English language learners, language assessment and program evaluation, English as a global language, learning English for acad...
Article
Full-text available
Ultrapassadando as tradições históricas e teóricas que têm definido a educação de professores de segunda língua na América do Norte nos últimos vinte cinco anos, argumentamos neste artigo em favor de uma reconceituação do conhecimento de base da educação de professores de segunda língua. Ao mesmo tempo que reconhecemos que o ensino.de diferentes lí...
Article
Teacher Cognition in Language Teaching: Beliefs, Decision-Making, and Classroom Practice. Devon Woods. New York: Cambridge University Press, 1996. Teacher Learning in Language Teaching. Donald Freeman and Jack Richards (Eds.). New York: Cambridge University Press, 1996.
Article
Moving beyond the historical and theoretical traditions that have defined teacher education in TESOL over the last quarter century, in this introductory piece we argue for a reconceptualization of the knowledge-base of ESOL teacher education. Essential to this reconceptualization is the premise that the institutional forms and processes of teacher...
Article
In this article, Donald Freeman traces how the field of research on what teachers know and how they act in classrooms, including studies of teacher thinking, teacher learning, and teacher socialization, has assumed that words can represent thought, and have thus focused on language as a way "into" understanding the inner worlds of teachers. Freeman...
Article
Although teacher-thinking research is now well established, the specific mechanisms through which teachers construct new understandings of their teaching have not been closely examined. This paper presents four interrelated concepts—teachers' conceptions of practice, tensions in their practice, articulation, and local and professional language—whic...
Article
Teaching is variously defined as a science, a technology, a craft, or an art. Each of these characterizations carries with it defined orientations towards what teaching is, what essential skills it involves, and what teachers must know. They also contribute to defining different approaches to the preparation of teachers. Using a framework proposed...
Article
The influence of teacher education on teaching is a problematic area, both in practice and in research. Often, because much research adopts a “first-order” perspective which focuses on teachers' behaviors, influences of teacher education are seen as temporary, negligible, or difficult to determine. The study reported here grew out of a general conc...
Article
A discussion of teacher education for second-language teachers argues that this training has generally been based on two misguided premises: that teaching is the execution of activity in classrooms; and that it involves shaping that activity to reflect some broadly held perceptions of effective classroom pedagogy. Two alternatives are proposed: tha...
Article
Thesis (Ed. D.)--Harvard Graduate School of Education, 1991. UMI #91-32,329. Vita. Includes bibliographical references (leaves 307-312).
Article
Language teacher education has become fragmented; too often, its efforts focus on ancillary areas such as applied linguistics, methodology, or language acquisition while overlooking the core—teaching itself. Emphasis on these areas, although it may create a pedagogical foundation for the teacher-in-preparation, skirts the central issue of learning...
Article
Observation is a fundamental, yet often disregarded, tool in in-service work with teachers. This paper presents three ways of approaching the observer-teacher relationship and examines how these approaches can be integrated into a hierarchy of teacher training and development. In the Supervisory Approach, the observer functions as an arbitrator, co...

Network

Cited By