Author: Paul Voerkel
Publisher: Springer Nature
ISBN: 3662687410
Category :
Languages : en
Pages : 215

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Book Description

Author: Paul Voerkel
Publisher: J.B. Metzler
ISBN: 9783662687406
Category : Language Arts & Disciplines
Languages : en
Pages : 0

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Book Description
Essential questions about the skills teachers need for effective classroom practice have raised by researchers such as Shulman, Schön, Altrichter & Posch and Hattie, and discussions still continue. In this context, the anthology combines theoretical studies and practical insights about Reflection from foreign and second language teacher education and professional development. It includes examples of reflective tools, techniques and strategies that can help teachers to (re)think their practices and ensure the quality of their everyday work.

Author: Jack C. Richards
Publisher: Cambridge University Press
ISBN: 052145803X
Category : Education
Languages : en
Pages : 233

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Book Description
This text introduces teachers to techniques for exploring their own classroom experiences. The paperback edition introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. The approach is not linked to a particular method, but rather can be applied to a variety of methodologies and teaching situations. Each chapter includes questions and activities appropriate for group discussion or self-study.

Author: Michael J. Wallace
Publisher: Cambridge University Press
ISBN: 0521356369
Category : Foreign Language Study
Languages : en
Pages : 192

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Book Description
This book contains many suggestions for practical work and discussion, and includes an extended case-study.

Author: Karpava, Sviatlana
Publisher: IGI Global
ISBN: 1668472767
Category : Language Arts & Disciplines
Languages : en
Pages : 537

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Book Description
In today’s educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The Handbook of Research on Language Teacher Identity addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.

Author: Thomas S. C. Farrell
Publisher: Routledge
ISBN: 1317687345
Category : Foreign Language Study
Languages : en
Pages : 138

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Book Description
Taking the concept and the practice of reflective teaching forward, this book introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced. The framework outlines five levels of reflective practice—Philosophy; Principles; Theory-of-Practice; Practice; Beyond Practice—and provides specific techniques for teachers to implement each level of reflection in their work. Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from a practice-into-theory position, the framework can be used by teachers alone, in pairs, or in a group.

Author: Anne Elrod Whitney
Publisher: Heinemann Educational Books
ISBN: 9780325076867
Category : Education
Languages : en
Pages : 128

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Book Description
Even if your writing workshop hums with the sound of productive work most days, with time carved out for sharing and reflecting, how do you know whether your students are really learning from their writing experiences, or if they're just going through the motions of writing? What if you could teach your students to reflect-in a powerful, deliberate way-throughout the writing process? Teaching Writers to Reflect shares a three step process-remember, describe, act--to help students develop as writers who know for themselves what they are doing and why. The authors argue that teaching the skill of reflection helps students: - Build identities as writers within a community of writers - Learn what to do when there's a problem in their writing - Make writing skills transferable to more than one writing situation. With specific teaching strategies, examples of student work and stories from their own classrooms, Whitney, McCracken and Washell help you align the work of reflection with your writing workshop structure. After learning to reflect on what they do as writers, students not only can say things about the texts they have written, but also can talk about their own abilities, challenges, and the processes by which they solve writing problems.

Author: Thomas S. C. Farrell
Publisher: Cambridge University Press
ISBN: 1009033379
Category : Language Arts & Disciplines
Languages : en
Pages : 109

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Book Description
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.

Author: Raúl Ruiz Cecilia
Publisher: Cambridge Scholars Publishing
ISBN: 1527525473
Category : Language Arts & Disciplines
Languages : en
Pages : 320

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Book Description
Language teaching approaches, methods and procedures are constantly undergoing reassessment. New ideas keep emerging as the growing complexity of the means of communication and the opportunities created by technology put language skills to new uses. In addition, the political, social and economic impact of globalisation, the new demands of the labour market that result from it, the pursuit of competitiveness, the challenges of intercultural communication and the diversification of culture have opened new perspectives on the central role that foreign languages have come to play in the development of contemporary societies. This book provides an insight into the latest developments in the field and discusses the new trends in foreign language teaching in four major areas, namely methods and approaches, teacher training, innovation in the classroom, and evaluation and assessment.

Author: Jack C. Richards
Publisher: Cambridge University Press
ISBN: 0521383846
Category : Foreign Language Study
Languages : en
Pages : 356

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Book Description
This text provides a detailed account of current approaches to the education of teachers of second languages. The paperback edition provides a detailed account of current approaches to the education of teachers of second languages. It offers valuable ideas on the observation and supervision of classrooms, on self-evaluation by teachers, and on teaching itself. Its emphasis reflects the shift in orientation from teacher training to teacher education, in which teachers are involved in developing their own theories of teaching, understanding the nature of teacher decision making, and developing strategies for critical self-evaluation. The book is aimed at teachers, teacher educators, and workshop facilitators involved both in pre-service and in-service education of teachers of second and foreign languages.