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The chapter discusses the need for a critical approach to educating university teachers for English as a Medium of Instruction (EMI) settings. It argues that teacher development initiatives should go beyond addressing language proficiency and pedagogical skills, and instead focus on the reconstruction of the teachers’ knowledge base. Drawing on Shulman’s (Harvard Educational Review, 57, 1–22, 1987) framework of teacher knowledge, the chapter proposes that EMI teacher education should address content knowledge, general pedagogical knowledge, curriculum knowledge, pedagogical content knowledge, knowledge of learners and their characteristics, knowledge of educational contexts, and knowledge of educational ends, purposes, and values. The chapter illustrates these dimensions with excerpts from studies conducted in the Brazilian context, an emerging EMI setting. It suggests that a critical approach to EMI teacher development can help deconstruct assumptions about language, standards, and legitimacy, and promote a more holistic understanding of the social, political, and economic dimensions of EMI. The chapter contributes to the call for greater interdisciplinary insights and theorization in the field of EMI.

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Educating University Teachers for New Roles: Notes About the Reconstruction of the Knowledge Base of Brazilian Academics Who Teach in EMI Settings

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  • 发表日期：

    2025年

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  • Telma Gimenez

摘要

The chapter discusses the need for a critical approach to educating university teachers for English as a Medium of Instruction (EMI) settings. It argues that teacher development initiatives should go beyond addressing language proficiency and pedagogical skills, and instead focus on the reconstruction of the teachers’ knowledge base. Drawing on Shulman’s (Harvard Educational Review, 57, 1–22, 1987) framework of teacher knowledge, the chapter proposes that EMI teacher education should address content knowledge, general pedagogical knowledge, curriculum knowledge, pedagogical content knowledge, knowledge of learners and their characteristics, knowledge of educational contexts, and knowledge of educational ends, purposes, and values. The chapter illustrates these dimensions with excerpts from studies conducted in the Brazilian context, an emerging EMI setting. It suggests that a critical approach to EMI teacher development can help deconstruct assumptions about language, standards, and legitimacy, and promote a more holistic understanding of the social, political, and economic dimensions of EMI. The chapter contributes to the call for greater interdisciplinary insights and theorization in the field of EMI.