Beyond training : perspectives on language teacher education / Jack C. Richards.
Material type: TextSeries: Cambridge language teaching libraryPublisher: Cambridge [England] ; New York : Cambridge University Press, 1998Description: xvi, 208 pages ; 24 cmContent type:- text
- unmediated
- volume
- 0521626803
- 9780521626804
- 418.00711 21
- P53.85 .R53 1998
Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Book | City Campus City Campus Main Collection | 418.00711 RIC (Browse shelf(Opens below)) | 1 | Available | A403603B |
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418.00711 CAM The Cambridge guide to second language teacher education / | 418.00711 FEE Feedback in second language writing : contexts and issues / | 418.00711 ICT ICT and language learning : integrating pedagogy and practice / | 418.00711 RIC Beyond training : perspectives on language teacher education / | 418.00711 ROB Language teacher education / | 418.00711 SEC Second language teacher education / | 418.00711 SEC Second language teacher education / |
Includes bibliographical references (pages 191-200) and index.
The scope of second language teacher education -- Theories of teaching in language teacher education -- Teachers' maxims -- Teacher beliefs and decision making -- Exploring pedagogical reasoning skills / Jack C. Richards, Benjamin Li, and Angela Tang -- What's the use of lesson plans? -- Textbooks : help or hindrance in teaching? -- Through other eyes : revisiting classroom observation -- Reflective thinking through journal writing / Jack C. Richards and Belinda Ho -- The first year of teaching / Jack C. Richards and Martha Pennington.
"This thought-provoking book examines the nature of second language teacher development and how teachers' practices are influenced by their beliefs and principles. The book seeks to move discussion of language teacher development beyond the level of "training," which reflects a technical view of specific teaching practices. Instead, it takes a more holistic approach to teacher development built on the notion of the teacher as critical and reflective thinker. The argument pursued throughout the book is that teacher education needs to engage teachers not merely in the mastery of techniques, but in an exploration of the knowledge, beliefs, and attitudes that underly their teaching practices."--Publisher description.
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