In thinking about second language teacher education, we believe we

should distinguish at least between preservice courses and those offered 【M1】__________

teachers with classroom experience. In fact, we see a need to go further

and to differ both conceptually and practically between teacher training, 【M2】__________

teacher education, and teacher development for our purposes here.

Where others have pointed to the traditional balance in language teacher

education between education and training, we add the third dimension, 【M3】__________

namely teacher development. Conceptually we see training as being

concerned with skills (such as being able to write legibly on the

blackboard or being able to speak up so that a whole roomful children 【M4】__________

can hear everything you say to them). Education is concerned with

knowledge (such as being aware of all the different uses to what a 【M5】__________

blackboard could be put or knowing something about the English article

system). Development is concerned with understanding, such as

understanding why children, especially teenage children, may find them 【M6】__________

difficult to perform their best in a foreign language classroom.

By understanding, we are referred to something beyond merely 【M7】__________

having a particular skill or having certain piece of knowledge. 【M8】__________

Understanding is whatever helps us to use our skill and knowledge

appropriately. Knowing how to get learners to work in groups (a

pedagogic skill) and that it could help their linguistic development

(pedagogic knowledge) do not in itself mean we are not going perhaps to 【M9】__________

make unwise decisions about the use of group work in our lessons.

Understanding may also be what helps us to feel we know what we are

doing and why so much that we may be able to feel at ease with what we 【M10】_________

are doing with our skill and our knowledge.

【M10】