Download or read book Teacher Cognition in Language Teaching written by Devon Woods and published by . This book was released on 1996-05-30 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines how and what teachers think in their practice of language teaching.
Download or read book Language Teacher Education Beliefs and Classroom Practices written by Simon Phipps and published by LAP Lambert Academic Publishing. This book was released on 2010-04 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years teacher cognition research has generated interest in how teachers actually teach and the factors underlying their pedagogical decision-making. Research in teacher education has begun to shed light on the complex cognitive processes teachers undergo in formal learning situations provided by teacher education. However, to date very little research has been conducted on in-service teacher education, even less so in language teacher education. This book explores the ways in which language teacher education impacts on teachers' prior beliefs and classroom practices with reference to three illuminating case studies which examine the development of the grammar teaching beliefs and practices of three practising teachers of English taking an MA course in Turkey. Greater understanding of the relationship between teacher education, teacher beliefs and classroom practices may help teacher educators to make more sense of their work, to better understand the factors which facilitate and hinder teacher learning, and ultimately to contribute to the provision of more effective teacher education.
Download or read book Teacher Cognition and Language Education written by Simon Borg and published by A&C Black. This book was released on 2008-11-01 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Language Teacher Education written by Jon Roberts and published by Routledge. This book was released on 2016-04-29 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'Language Teacher Education' is an introduction to language teacher training and development for teachers and providers in pre-service and in-service programmes. The text outlines the main theories of human learning and applies them to teacher education. Based on a broadly social constructivist perspective, it suggests a framework for planning pre-service and in-service programmes, and is illustrated both with case studies from a range of training situations around the world and appendices containing teacher education materials. Language Teacher Education is intended to inform readers' practical decisions and to help them build their own theories of teacher learning.
Download or read book Beyond Training written by Jack C. Richards and published by Cambridge University Press. This book was released on 1998-02-13 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beyond Training examines the nature of second language teacher development and how teachers' practices are influenced by their beliefs and principles. It seeks to move discussion of language teacher development beyond the level of "training," which reflects a technical view of specific teaching practices. Instead, it takes a more holistic approach to teacher development built on the notion of the teacher as critical and reflective thinker. The argument pursued throughout 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.
Download or read book Language Teaching Awareness written by Jerry G. Gebhard and published by Cambridge University Press. This book was released on 1999-09-28 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book helps language teachers become more aware of their teaching beliefs, attitudes, and practices. The hardback edition helps teachers explore their teaching beliefs, attitudes, and practices. It provides teachers with the kind of knowledge and guidelines that can empower them to make more informed teaching decisions. As such, teacher educators will find this a practical book to use in training courses.
Download or read book Language Teachers and Teaching written by Selim Ben Said and published by Routledge. This book was released on 2013-10-08 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers’ situated practice--the dynamic negotiation of classroom situations, socialization into the professional teaching culture, and "on the ground experimentation" with pedagogical skills/techniques.
Download or read book Teacher Learning in Language Teaching written by Donald Freeman and published by Cambridge University Press. This book was released on 1996-02-23 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces a new field of educational research called teacher learning, as it applies to the teaching of languages. Up until recently, the study of second language teacher education has focused mainly on the knowledge base and specific skills needed for effective teaching. This book invites us to look at teacher education from a fresh point of view, through an exploration of the thinking and learning processes of individuals as they learn to teach. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of pioneering research into the ways that individuals learn to teach languages, and the roles that previous experience, social context, and professional training play in the process. The collection thus helps establish a research base for this newly developing field.
Download or read book Professional Development through Teacher Research written by Darío Luis Banegas and published by Multilingual Matters. This book was released on 2022-03-16 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: Little is known about how language teacher educators become, and also develop professionally as, teachers of teachers. One avenue for teacher education professional development is that of teacher research, whereby teacher educators can not only improve their practices in their immediate context but also help develop transformative pedagogies in wider contexts by sharing their research. This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It seeks to understand the professional gains teacher educators see in conducting research with their own students/future teachers; to promote knowledge democratisation by including teacher educators from under-represented contexts such as Latin America and Africa; to examine language teacher educators’ motivations to write for publication; and to reduce the gap between educational research and educational practice in BA and MA programmes in language teaching.
Download or read book Teacher Cognition and Language Education written by Simon Borg and published by Bloomsbury Publishing. This book was released on 2015-03-12 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teacher Cognition in Language Teaching written by Devon Woods and published by . This book was released on 1996 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines how and what teachers think in their practice of language teaching.
Download or read book Teacher Beliefs as a Complex System English Language Teachers in China written by Hongying Zheng and published by Springer. This book was released on 2015-10-05 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teaching Reading and Teacher Beliefs written by Xinyu Mo and published by Springer Nature. This book was released on 2020-09-30 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.
Download or read book The Relationship Between Teacher Education Teacher Cognition and Classroom Practice in Language Teaching written by Simon Phipps and published by . This book was released on 2009 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the development of the grammar teaching beliefs and practices of three practising teachers of English in Turkey taking an MA course. Teachers were interviewed and observed over a 20-month period; the observations shed light on how they taught grammar, while the interviews explored their beliefs about grammar teaching and provided insight the relationship between their beliefs and practices. Analysis of the findings indicated that teachers taught differently from many of their stated beliefs, either temporarily or consistently, that the reasons for this were complex, and that teachers' reasoning was flexibly adjusted in response to practical classroom circumstances. Drawing on a distinction between core and specific beliefs, the analysis also showed that tensions occurred when teachers' core beliefs about teaching and learning generally were not aligned with specific beliefs about teaching and learning English. Thus at any one time core and specific beliefs competed for influence over teachers' practices mediated by contextual and affective factors. Analysis also indicated that teacher learning is a complex non-linear process made of different stages unique to each teacher. Various factors facilitated this process; teachers' dissatisfaction with aspects of their beliefs and practices; being aware of and questioning their beliefs and practices; exposure to alternative ideas and practices which were perceived to be intelligible, plausible and fruitful; and opportunities to explore their teaching and experiment with alternative practices. It is argued that the development of new teaching routines is a dynamic, cyclical and dialectic process which involves ongoing interaction between affective, cognitive, contextual and experiential factors. Some important implications of the study for language teacher education discussed are that helping teachers raise awareness of tensions, discussing these collaboratively with teacher educators and engaging teachers with data from real classrooms can help teachers develop their classroom practices.
Download or read book A Casebook of Inclusive Pedagogical Practices for Second Language Teacher Education written by Amy B. Gooden and published by University of Michigan Press ELT. This book was released on 2021-02-05 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: This casebook is designed to broaden L2 teacher knowledge, thinking, and practice with regard to making language and learning accessible to all students. Language teachers are especially accountable for promoting socially just, inclusive, decolonizing, and multicultural pedagogical practices and curricula; at this critical juncture in history, this book is intended to raise language teachers’ awareness of the importance of critically examining and reflecting on the intersectionality of language education and inclusive pedagogical practices. Language teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections. The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts. All the cases are based on real-life dilemmas faced by practitioners in the field and have been informed by discussions with pre-service and in-service student teachers. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, world language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The cases are accompanied by pre- and post-problem sets and in-class discussion questions. This volume applies the case-based pedagogy often used in some fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. The cases here are not intended as exemplars of practice to be emulated or illustrations of existing theories; instead, they are problem-based narratives that resist clear-cut answers or solutions and remain open ended to stimulate further investigation and reflection. The goal is to mimic the complexity of the classroom where teachers confront a range of pedagogical and learning challenges, and the ensuing experience requires critical, real-time decisions that demand keen professional discernment.
Download or read book Cambridge Guide to Second Language Teacher Education written by Anne Burns and published by Cambridge University Press. This book was released on 2009-03-23 with total page 731 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection provides an overview of current issues, debates, and approaches in Second Language Teacher Education (SLTE) presented by internationally prominent researchers, educators, and emerging scholars. Chapters address such issues as distance education, non-native English-speaking educators, technology, assessment, standards, and the changing contexts of contemporary language teaching and teacher education.
Download or read book Initial English Language Teacher Education written by Darío Luis Banegas and published by Bloomsbury Publishing. This book was released on 2017-05-18 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness.
