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Author: Roger Barnard
Publisher: Multilingual Matters
ISBN: 1847697909
Category : Language Arts & Disciplines
Languages : en
Pages : 201
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Book Description
This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading teacher cognition researcher that highlight key themes, as well as eight case studies by new researchers, recounting their experience of designing and using data collection tools.
Author: Roger Barnard
Publisher: Multilingual Matters
ISBN: 1847697909
Category : Language Arts & Disciplines
Languages : en
Pages : 201
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Book Description
This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading teacher cognition researcher that highlight key themes, as well as eight case studies by new researchers, recounting their experience of designing and using data collection tools.
Author: Simon Borg
Publisher: Bloomsbury Publishing
ISBN: 1472526953
Category : Language Arts & Disciplines
Languages : en
Pages : 377
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Book Description
The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.
Author: Li Li
Publisher: Springer Nature
ISBN: 1137511346
Category : Language Arts & Disciplines
Languages : en
Pages : 353
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Book Description
This book explores the topic of teacher cognition, making use of sociocultural theory as a framework to understand what teachers know, think, believe and do in their professional contexts through ‘applied’ conversation analysis. The author examines what teaching and learning mean to teachers by analyzing the interactional work they do with their students, considering when and why teachers make interactive decisions as well as how they utilize new technological tools to address their pedagogical objectives. After discussing how teachers construct identities and display emotions in the classroom, she presents suggestions for language teacher education and development, pedagogy improvement and teacher knowledge. This book will be of interest to language teachers and teacher trainers, as well as students and scholars of applied linguistics and sociocultural theory.
Author: Devon Woods
Publisher:
ISBN: 9780521497886
Category : Curriculum planning.
Languages : en
Pages : 316
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Book Description
This book examines how and what teachers think in their practice of language teaching.
Author: Xuesong Gao
Publisher: Springer
ISBN: 9783030028978
Category : Education
Languages : en
Pages : 0
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Book Description
The Second Handbook of English Language Teaching provides a comprehensive examination of policy, practice, research and theory related to English language teaching in international contexts. Over 70 chapters focus on the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second-language acquisition and pedagogy. In countries around the globe, English has become the second language taught most frequently and intensively. In many countries, particularly in Asia, government policies have made English a part of the curriculum from primary school on. Demand for English teaching by parents and adult learners is fueled by the desire to increase economic competitiveness, globalization of the workforce, immigration, and a move toward lifelong learning. Immigration has led to an increased demand for English-language teaching even in countries where English is the dominant language.
Author: Carol Griffiths
Publisher: Cambridge University Press
ISBN: 1108489265
Category : Education
Languages : en
Pages : 351
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Book Description
Explains how good language teachers work, drawing on teacher training theory as well as many examples and case studies.
Author: Sarah Mercer
Publisher: Multilingual Matters
ISBN: 178309947X
Category : Language Arts & Disciplines
Languages : en
Pages : 307
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Book Description
To date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.
Author: Hayriye Kayi-Aydar
Publisher: John Benjamins Publishing Company
ISBN: 9027258244
Category : Language Arts & Disciplines
Languages : en
Pages : 208
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Book Description
This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher development and learning in varied digital environments. The collection of pieces illustrates a field that is recognizing that digital environments are the contexts of teacher learning, not simply the object of it, and that issues of identity and agency are central to that learning. As an excellent resource on digital technologies, CALL, gaming, or language teacher identity and agency, the book can be used as a textbook in various applied linguistics courses and graduate seminars.
Author: Hongying Zheng
Publisher: Springer
ISBN: 3319230093
Category : Education
Languages : en
Pages : 170
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Book Description
The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers’ beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers’ belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers’ beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts.
Author: Gene Thompson
Publisher: Multilingual Matters
ISBN: 1788925416
Category : Language Arts & Disciplines
Languages : en
Pages : 128
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Book Description
This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.
