© 1988 by Oxford University Press
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Three stages in teacher training
Donard Britten is a member of a textbook-writing team in Morocco. He has taught EFL and done teacher training and advisory work in West and North Africa and is interested at present in teacher self-assessment.
When non-native speakers are trained to become EFL teachers, they not unnaturally bring with them deeply rooted preconceptions about language teaching derived from their own experience as learners. Even if trained to teach differently, they may return afterwards to the old ways. Pre-service training, however, can pre-empt this by paying attention to the trainees' attitude development. It is therefore useful to see training in terms of successive stages in a changing process. Identifying these different stages and their different and sometimes conflicting requirements can suggest in which ways training methods should change as training proceeds.