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Teacher Development in Action: Understanding Language Teachers' Conceptual Change de M. Kubanyiova

Teacher Development in Action: Understanding Language Teachers' Conceptual Change

Autor M. Kubanyiova
en Limba Engleză Hardback – 12 ian 2012
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.
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  Palgrave Macmillan UK – 12 ian 2012 37469 lei  43-57 zile
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  Palgrave Macmillan UK – 12 ian 2012 38187 lei  43-57 zile

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Specificații

ISBN-13: 9780230232587
ISBN-10: 0230232582
Pagini: 220
Ilustrații: XVI, 220 p.
Dimensiuni: 140 x 216 x 20 mm
Greutate: 0.45 kg
Ediția:2012
Editura: Palgrave Macmillan UK
Colecția Palgrave Macmillan
Locul publicării:London, United Kingdom

Cuprins

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

Recenzii

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

Notă biografică

Maggie Kubanyiova is Senior Lecturer in Educational Linguistics in the School of Education, University of Birmingham, UK. Her research interests concern language teacher development, second language learning and classroom interaction, classroom pedagogy and ecological approaches to research. Her recent book Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (Co-authored with Zoltán Dörnyei, 2014) was highly commended for the HRH the Duke of Edinburgh English Language Book Award.

Textul de pe ultima copertă

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, now in paperback, 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 thefield of applied linguistics and have significant implications for second language teacher education and development.

Caracteristici

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