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Teacher development in action[electronic resource] :understanding language teachers' conceptual change /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	401/.93
書名/作者:	Teacher development in action : understanding language teachers' conceptual change // Magdalena Kubanyiova.
作者:	Kubanyiova, Magdalena,
出版者:	Houndmills, Basingstoke Hampshire ; : Palgrave Macmillan,, 2012.
面頁冊數:	xvi, 220 p. : : ill. ;; 23 cm.
標題:	Language teachers - Training of.
標題:	English teachers - Training of.
標題:	Language and languages - Study and teaching.
標題:	English language - Study and teaching
標題:	Teacher-student relationships.
標題:	LANGUAGE ARTS & DISCIPLINES / Linguistics / General.
標題:	LANGUAGE ARTS & DISCIPLINES / Study & Teaching.
標題:	EDUCATION / Teaching Methods & Materials / Reading & Phonics.
ISBN:	9780230348424 (electronic bk.)
ISBN:	0230348424 (electronic bk.)
ISBN:	9780230232587 (hbk.)
ISBN:	0230232582 (hbk.)
書目註:	Includes bibliographical references and indexes.
內容註:	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 --.
摘要、提要註:	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.
電子資源:	An electronic book accessible through the World Wide Web; click for information

Teacher development in action[electronic resource] :understanding language teachers' conceptual change /
Kubanyiova, Magdalena,1977-

Teacher development in actionunderstanding language teachers' conceptual change /[electronic resource] :Magdalena Kubanyiova. - Houndmills, Basingstoke Hampshire ;Palgrave Macmillan,2012. - xvi, 220 p. :ill. ;23 cm.

Includes bibliographical references and indexes.

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 --.

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.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2012.

Mode of access: World Wide Web.

ISBN: 9780230348424 (electronic bk.)

Standard No.: 9786613657268

Source: 380040Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

356855
Language teachers
--Training of.Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: P53.85 / .K84 2012

Dewey Class. No.: 401/.93

Teacher development in action[electronic resource] :understanding language teachers' conceptual change /
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300 $a xvi, 220 p. : $b ill. ; $c 23 cm.
504 $a Includes bibliographical references and indexes.
505 0 $a 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 --.
505 0 $a 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 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.
520 $a 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.
520 $a "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. "--Provided by publisher.
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