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Sinopsis
Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change.
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Acerca del autor
Maggie Kubanyiova is Senior Lecturer in Educational Linguistics in the School of Education, University of Birmingham, UK. Her research interests concern language teacher development, second language learning and classroom interaction, classroom pedagogy and ecological approaches to research. Her recent book Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (Co-authored with Zoltán Dörnyei, 2014) was highly commended for the HRH the Duke of Edinburgh English Language Book Award.
De la contraportada
Teacher Development in Action offers a rich account of language teachers' engagement with the latest research in second language motivation on a year-long teacher development project. It offers an in-depth analysis of how language teachers mobilize (or not) their vast inner resources when they make sense of new material, and sheds light on why language classrooms do not always become acquisition-rich and motivating environments, even when teachers show great interest in new ideas and find them highly relevant to their practice.
Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book, now in paperback, breaks new theoretical ground in the language teacher cognition domain and weaves together findings from field notes, classroom observations and interviews into an integrated model of Language Teacher Conceptual Change (LTCC). The new insights into the complex and dynamic nature of teacher development constitute an original contribution to the field of applied linguistics and have significant implications for second language teacher education and development.
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- EditorialAIAA
- Año de publicación2012
- ISBN 10 0230232582
- ISBN 13 9780230232587
- EncuadernaciónTapa dura
- IdiomaInglés
- Número de páginas238
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Teacher Development in Action: Understanding Language Teachers' Conceptual Change
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Palgrave MacMillan, 2012
ISBN 10: 0230232582
ISBN 13: 9780230232587
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Teacher Development in Action
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Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Teacher Development in Action offers a rich account of language teachers' engagement with the latest research in second language motivation on a year-long teacher development project. It offers an in-depth analysis of how language teachers mobilize (or not) their vast inner resources when they make sense of new material, and sheds light on why language classrooms do not always become acquisition-rich and motivating environments, even when teachers show great interest in new ideas and find them highly relevant to their practice.Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book, now in paperback, breaks new theoretical ground in the language teacher cognition domain and weaves together findings from field notes, classroom observations and interviews into an integrated model of Language Teacher Conceptual Change (LTCC). The new insights into the complex and dynamic nature of teacher development constitute an original contribution to the field of applied linguistics and have significant implications for second language teacher education and development. 220 pp. Englisch. Nº de ref. del artículo: 9780230232587
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Teacher Development in Action: Understanding Language Teachers' Conceptual Change
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Teacher Development in Action: Understanding Language Teachers' Conceptual Change (Hardback or Cased Book)
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Palgrave MacMillan 1/12/2012, 2012
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Teacher Development in Action : Understanding Language Teachers' Conceptual Change
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Palgrave Macmillan UK, 2012
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ISBN 13: 9780230232587
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Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Teacher Development in Action offers a rich account of language teachers' engagement with the latest research in second language motivation on a year-long teacher development project. It offers an in-depth analysis of how language teachers mobilize (or not) their vast inner resources when they make sense of new material, and sheds light on why language classrooms do not always become acquisition-rich and motivating environments, even when teachers show great interest in new ideas and find them highly relevant to their practice.Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book, now in paperback, breaks new theoretical ground in the language teacher cognition domain and weaves together findings from field notes, classroom observations and interviews into an integrated model of Language Teacher Conceptual Change (LTCC). The new insights into the complex and dynamic nature of teacher development constitute an original contribution to the field of applied linguistics and have significant implications for second language teacher education and development. Nº de ref. del artículo: 9780230232587
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Teacher Development in Action : Understanding Language Teachers' Conceptual Change
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Teacher Development in Action: Understanding Language Teachers' Conceptual Change
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Teacher Development in Action : Understanding Language Teachers' Conceptual Change
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Teacher Development in Action: Understanding Language Teachers\ Conceptual Change
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ISBN 10: 0230232582
ISBN 13: 9780230232587
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Gebunden. Condición: New. Provides a systematic and detailed analysis of how language teachers develop Synthesis research in language teacher cognition, teacher education and social psychology Offers suggestions for new ways of working with language teachers and educ. Nº de ref. del artículo: 458409124
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Teacher Development in Action: Understanding Language Teachers' Conceptual Change
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Hardcover. Condición: Brand New. 220 pages. 9.00x5.80x0.75 inches. In Stock. Nº de ref. del artículo: x-0230232582
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