Reflective practice in language teaching:
This Element examines the concept of reflective practice in language teaching. It includes a brief description of what reflective practice is and how it is operationalized by two of its main protagonists, John Dewey and Donald Schön, as well as some of the limitations of their conceptions. This is...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2022
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| Schriftenreihe: | Cambridge elements
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| Schlagworte: | |
| Zusammenfassung: | This Element examines the concept of reflective practice in language teaching. It includes a brief description of what reflective practice is and how it is operationalized by two of its main protagonists, John Dewey and Donald Schön, as well as some of the limitations of their conceptions. This is used as an introduction to how the author further developed their conceptions when operationalizing reflective practice for language teachers through a five-stage framework for reflecting on practice for language teachers. The author then presents an in-depth case study of the reflections of an English as a Foreign Language (EFL) teacher working in Costa Rica as he moved through the five stages of the framework for reflecting on practice. The author then goes on to outline and discuss how reflective practice may be moved forward and calls attention to the importance of emotions in the process of reflection for language teachers |
| Beschreibung: | 54 Seiten |
| ISBN: | 9781009013901 |
Internformat
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| 520 | |a This Element examines the concept of reflective practice in language teaching. It includes a brief description of what reflective practice is and how it is operationalized by two of its main protagonists, John Dewey and Donald Schön, as well as some of the limitations of their conceptions. This is used as an introduction to how the author further developed their conceptions when operationalizing reflective practice for language teachers through a five-stage framework for reflecting on practice for language teachers. The author then presents an in-depth case study of the reflections of an English as a Foreign Language (EFL) teacher working in Costa Rica as he moved through the five stages of the framework for reflecting on practice. The author then goes on to outline and discuss how reflective practice may be moved forward and calls attention to the importance of emotions in the process of reflection for language teachers | ||
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Datensatz im Suchindex
| _version_ | 1804184521070870528 |
|---|---|
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| any_adam_object | |
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| author | Farrell, Thomas S. C. ca. 20./21. Jh |
| author_GND | (DE-588)137907435 |
| author_facet | Farrell, Thomas S. C. ca. 20./21. Jh |
| author_role | aut |
| author_sort | Farrell, Thomas S. C. ca. 20./21. Jh |
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| bvnumber | BV048529047 |
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| dewey-full | 418.007107286 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.007107286 |
| dewey-search | 418.007107286 |
| dewey-sort | 3418.007107286 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| discipline_str_mv | Sprachwissenschaft |
| format | Book |
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| illustrated | Not Illustrated |
| index_date | 2024-07-03T20:51:52Z |
| indexdate | 2024-07-10T09:40:39Z |
| institution | BVB |
| isbn | 9781009013901 |
| language | English |
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| physical | 54 Seiten |
| publishDate | 2022 |
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| spelling | Farrell, Thomas S. C. ca. 20./21. Jh. (DE-588)137907435 aut Reflective practice in language teaching Thomas S. C. Farrell Cambridge Cambridge University Press 2022 54 Seiten txt rdacontent n rdamedia nc rdacarrier Cambridge elements This Element examines the concept of reflective practice in language teaching. It includes a brief description of what reflective practice is and how it is operationalized by two of its main protagonists, John Dewey and Donald Schön, as well as some of the limitations of their conceptions. This is used as an introduction to how the author further developed their conceptions when operationalizing reflective practice for language teachers through a five-stage framework for reflecting on practice for language teachers. The author then presents an in-depth case study of the reflections of an English as a Foreign Language (EFL) teacher working in Costa Rica as he moved through the five stages of the framework for reflecting on practice. The author then goes on to outline and discuss how reflective practice may be moved forward and calls attention to the importance of emotions in the process of reflection for language teachers Language and languages / Study and teaching / Costa Rica Language and languages / Study and teaching / Foreign speakers Reflective teaching Erscheint auch als Online-Ausgabe 978-1-00-902878-3 |
| spellingShingle | Farrell, Thomas S. C. ca. 20./21. Jh Reflective practice in language teaching Language and languages / Study and teaching / Costa Rica Language and languages / Study and teaching / Foreign speakers Reflective teaching |
| title | Reflective practice in language teaching |
| title_auth | Reflective practice in language teaching |
| title_exact_search | Reflective practice in language teaching |
| title_exact_search_txtP | Reflective practice in language teaching |
| title_full | Reflective practice in language teaching Thomas S. C. Farrell |
| title_fullStr | Reflective practice in language teaching Thomas S. C. Farrell |
| title_full_unstemmed | Reflective practice in language teaching Thomas S. C. Farrell |
| title_short | Reflective practice in language teaching |
| title_sort | reflective practice in language teaching |
| topic | Language and languages / Study and teaching / Costa Rica Language and languages / Study and teaching / Foreign speakers Reflective teaching |
| topic_facet | Language and languages / Study and teaching / Costa Rica Language and languages / Study and teaching / Foreign speakers Reflective teaching |
| work_keys_str_mv | AT farrellthomassc reflectivepracticeinlanguageteaching |