Teacher development in action

Teacher development in action understanding language teachers' conceptual change

Includes bibliographical references and indexes; Machine generated contents note: -- Introduction: Why Talk about Language Teachers' Conceptual Change -- PART I: LEARNING, CHANGE AND MOTIVATION: KEY CONCEPTS AND THEORIES FOR LANGUAGE TEACHERS' CONCEPTUAL CHANGE -- Teacher Development and C...

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Bibliographic Details
Main Author: Kubanyiova, Magdalena
Format: Book
Language:Undetermined
Published: Houndmills, Basingstoke Hampshire Palgrave Macmillan 2012
Subjects:
Language > Study and teaching; English language > Study and teaching > Foreign speakers; Teacher-student relationships; Ngôn ngữ > Dạy và học; Ngôn ngữ Anh > Dạy và học > Nói tiếng nước ngoài; Mối quan hệ người dạy-người học
Online Access:http://lrc.tdmu.edu.vn/opac/search/detail.asp?aID=2&ID=21251
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Institutions: Trung tâm Học liệu Trường Đại học Thủ Dầu Một
Description
Summary:Includes bibliographical references and indexes; Machine generated contents note: -- Introduction: Why Talk about Language Teachers' Conceptual Change -- PART I: LEARNING, CHANGE AND MOTIVATION: KEY CONCEPTS AND THEORIES FOR LANGUAGE TEACHERS' CONCEPTUAL CHANGE -- Teacher Development and Change -- Theories of Learning and Conceptual Change in Psychology -- The Role of Motivation in Conceptual Change: Possible Selves Theory -- Pulling it Together: An Integrated Model of Language Teacher Conceptual Change -- PART II: LANGUAGE TEACHERS' CONCEPTUAL CHANGE IN ACTION -- Possible Self as a Central Cognition in Teacher Change -- Emotional Dissonance: Essential but Insufficient Catalyst for Change -- Change as Identity Threat -- Teacher Change as a Multifaceted, Situated, Evolving and Dynamic Process -- PART III: RESEARCHING LANGUAGE TEACHER CONCEPTUAL CHANGE -- Research Directions -- PART IV: PROMOTING LANGUAGE TEACHERS' CONCEPTUAL CHANGE -- Principles for Effective Language Teacher Education -- Conclusion -- References -- Index; "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
Physical Description:xvi, 220 p.

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