02350nam a2200217Ia 4500 TDMU_21251 210410s9999 xx 000 0 und d 401.93 K505 Kubanyiova, Magdalena Teacher development in action understanding language teachers' conceptual change Magdalena Kubanyiova Houndmills, Basingstoke Hampshire Palgrave Macmillan 2012 xvi, 220 p. 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 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 http://lrc.tdmu.edu.vn/opac/search/detail.asp?aID=2&ID=21251 Trung tâm Học liệu Trường Đại học Thủ Dầu Một