Beyond training: perspectives on language teacher education
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
1998
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Cambridge language teacher library
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XVI, 208 S. |
| ISBN: | 0521626803 0521622700 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Foreword
vii
Credits
xii
Preface
xiii
1
The scope of second language teacher education
1
Part I Theories of second language teaching
31
2
Theories of teaching in language teacher education
33
3
Teachers maxims
49
Part II Perspectives on teacher thinking
63
4
Teacher beliefs and decision making
65
5
Exploring pedagogical reasoning skills
86
Jack C. Richards, Benjamin Li, and Angela Tang
6
What s the use of lesson plans?
103
Part III Examining teacher education practices
123
7
Textbooks: Help or hindrance in teaching?
125
8
Through other eyes: Revisiting classroom observation
141
9
Reflective thinking through journal writing
153
Jack C. Richards and Belinda Ho
Part IV Entering the field of language teaching
171
10
The first year of teaching
173
Jack
С
Richards and Martha
Pennington
Contents
References
191
Author index
201
Subject index
204
This thought-provoking book examines the nature of second
language teacher development and how teachers practices are
influenced by their beliefs and principles. The book seeks to
move discussion oflanguage teacher development beyond the
level of training, which reflects a technical view of specific
teaching practices. Instead, it takes a more holistic approach
lo
teacher development built on the notion of the teacher as
critical and reflective thinker. The argument pursued
throughout the book is that teacher education needs to engage
teachers not merely in the mastery of techniques, but in an
exploration of the knowledge, beliefs, and attitudes that
underly their teaching practices.
The book surveys research and theory on second language
teacher development, examines different approaches, and
oilers many practical suggestions for the kinds of activities
that can be used in teacher education programs. In addition
to articulating a theoretical framework, the text seeks to
clarify some of the issues involved in designing and
implementing pre-service and in-service teacher education
programs. The book will be of interest to teachers in graduate
and postgraduate courses, as well as teacher trainers in
language schools and universities.
|
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| discipline | Pädagogik Sprachwissenschaft Literaturwissenschaft |
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| isbn | 0521626803 0521622700 |
| language | English |
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| physical | XVI, 208 S. |
| publishDate | 1998 |
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| series2 | Cambridge language teacher library |
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| title | Beyond training perspectives on language teacher education |
| title_auth | Beyond training perspectives on language teacher education |
| title_exact_search | Beyond training perspectives on language teacher education |
| title_full | Beyond training perspectives on language teacher education Jack C. Richards |
| title_fullStr | Beyond training perspectives on language teacher education Jack C. Richards |
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| title_short | Beyond training |
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| title_sub | perspectives on language teacher education |
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