Читать книгу Classroom Discourse Competence - Группа авторов - Страница 17

As pointed out above, the complexity of CDC (see Fig. 49) results from a reciprocal interplay between teachers’ CD-related knowledge and CD-related skills. Both dimensions are inherently complex too, and therefore require a more precise description. Aiming to achieve visual-structural compatibility with existing models of other domains of language teacher professionalism, the form of visual representation in Fig. 4 draws on Roters et al.’s construct model of EFL teachers’ PCK with its two-dimensional structure (Roters et al. 2013, Roters et al. 2014).

Fig. 4:

Conceptualization of Classroom Discourse Competence (CDC)