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Details

Autor(en) / Beteiligte
Titel
Teacher Development in Action: Understanding Language Teachers' Conceptual Change
Ist Teil von
  • Palgrave Macmillan, 2012
Auflage
1
Ort / Verlag
London: Palgrave Macmillan
Erscheinungsjahr
2012
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
  • 01 02 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 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. 04 02 Prologue Acknowledgements Introduction Teacher Change Research: A Critical Overview Theories of Learning and Change in Psychology Pulling it Together: An Integrated Model of Language Teacher Conceptual Change The Study of Language Teachers' Conceptual Change: Grounded Theory Ethnography It's Not What They Know, It's Who They See: Ideal Selves as Central Cognitions in Conceptual Change Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual Change When Change Threatens the Teachers' Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves It's Not as Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process Conclusion: New Metaphors for Researching and Educating for Teacher Change Epilogue 02 02 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. 08 02 'Dealing initially with stories of 'failure,' Teacher Development in Action is not a book on defeat, but as Kubanyiova herself claims, is one on hope. It is a steady step forward toward success.' - Studies in Language Learning and Teaching 'This is a courageous book. Rather than trumpeting a success story, it documents and analyses the 'failure' of a project designed to radically restructure teachers' conceptual understanding of their teaching ." - English Teaching Professional " This book breaks new ground by describing the teacher change process using a new theoretical model…. [It] is a thoroughly researched impressive book which adds greatly to both conceptual change theory and to the case study literature on language teacher development." - BAAL News 19 02 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 educating for conceptual change 13 02 MAGDALENA KUBANYIOVA is lecturer in Educational Linguistics at the University of Birmingham, UK. 16 02 Woods. Teacher Cognition in Language Teaching . CUP, 1996. 324pp. Borg. Teacher Cognition and Language Education: Research& Practice. Continuum. 2006. 324pp. £85/£24.99.

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