LANGUAGE STRATEGIES IN TEACHER EDUCATION: A PHILOSOPHICAL EXPLORATION OF POLICY, PEDAGOGY, AND ETHICS IN SHAPING FUTURE EDUCATORS

Chzao Gan

Abstract


The philosophy of foreign language training in teacher education is a complex and multifaceted domain that intersects with a variety of educational, ethical, and sociopolitical issues. This article conducts a theoretical analysis a imedatdissecting various dimensions of language education as they pertain to the preparation of future teachers. Specifically, the paper delvesin to the role and importance of language education in teacher training, modern standards of foreign language competency, the time allocation for language training, and theethical considerations in herentin these programs. Through a critical review of the existing iterature and theoretical frame works, the article reveals the implicit and explicit philosophical underpinnings that shape current practices, evaluations, andpolicies. Among the key findings are the need for a more holistic approach to language training that extends beyond linguistic proficiency to encompass cultural competency and ethical awareness. The article concludes by highlightingth eimplications of these findings for educational policy and suggesting avenues for future research. The hopeis to contribute to a more integrated, philosophically informed understanding of language education, settingthes tage for more effective and equitable teacher preparation programs.

Keywords: philosophy of education, foreign language training, teacher education, educational policy, ethical considerations.


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References


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DOI: https://doi.org/10.26886/2520-7474.3(57)2023.2

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