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Teacher cognition in language teaching : beliefs, decision-making, and classroom practice / Devon Woods.

By:

Woods, Devon [author.]

Material type: Text

TextSeries: Cambridge applied linguistics seriesPublisher: Cambridge [England] ; New York : Cambridge University Press, 1996Description: xii, 316 pages : illustrations ; 24 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

ISBN:

0521497000
9780521497008
0521497884
9780521497886
312533859X
9783125338593

Subject(s):

DDC classification:

419.007

LOC classification:

P53 .W66 1996

Contents:

1. Why study the teacher? -- 2. The study -- 3. An ethno-cognitive model of language teachers' decision-making -- 4. The structures of teaching:UNITS AND RELATIONSHIPS IN A COURSE a participant-centred view of course structure -- 5. DECISION-MAKING IN THE STRUCTURING OF A COURSE: A Model OF THE PLANNING PROCESSES OF SL TEACHERS -- 6. Procedures and strategies in the planning process -- 7. An integrated view of teachers' beliefs, assumptions and knowledge -- 8. The role of BAK in teachers' interpretive processes -- 9. Coherence in the teaching process -- 10. The structure and process of teaching in context.

Summary: "This book is an examination of how and what teachers think in their practice of language teaching. It looks at the planning practices of teachers, both in preparation for the classroom and during the moment-by-moment decision-making that occurs in the classroom. It also looks at teachers' interpretive processes, that is how they interpret and evaluate the events, activities and interactions that occur in the teaching process, and how these interpretations and evaluations feed back into subsequent planning. It examines the structure of teachers' beliefs, assumptions and background knowledge and elaborates the role that these play in the decision-making process. This is an important contribution to the developing perspective in education of teachers as being actively involved in constructing a personal and workable theory of teaching and the learning/teaching experience as an interactive, dynamic process."--Publisher description.

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Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Book	City Campus City Campus Main Collection	419.007 WOO (Browse shelf(Opens below))	1	Available		A133335B

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Previous	419 TRA Translation, sociolinguistic, and consumer issues in interpreting /	419 TRA Translation, sociolinguistic, and consumer issues in interpreting /	419 WOR Diversity and community in the worldwide sign language interpreting profession : proceedings of the the second WASLI Conference, held in Segovia, Spain in July 2007 /	419.007 WOO Teacher cognition in language teaching : beliefs, decision-making, and classroom practice /	419.03 DIC Dictionary of British sign language/English /	419.03 DIC Dictionary of British sign language/English /	419.03 DIC A dictionary of New Zealand Sign Language /	Next

Includes bibliographical references (pages 300-310) and index.

"This book is an examination of how and what teachers think in their practice of language teaching. It looks at the planning practices of teachers, both in preparation for the classroom and during the moment-by-moment decision-making that occurs in the classroom. It also looks at teachers' interpretive processes, that is how they interpret and evaluate the events, activities and interactions that occur in the teaching process, and how these interpretations and evaluations feed back into subsequent planning. It examines the structure of teachers' beliefs, assumptions and background knowledge and elaborates the role that these play in the decision-making process. This is an important contribution to the developing perspective in education of teachers as being actively involved in constructing a personal and workable theory of teaching and the learning/teaching experience as an interactive, dynamic process."--Publisher description.

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