000			03296cam a2200457 i 4500
005			20221101181829.0
008			970121s1996 enka b 001 0 eng d
010			_a 95037618
011			_aBIB MATCHES WORLDCAT
020			_a0521497000
020			_a9780521497008
020			_a0521497884 _qpbk.
020			_a9780521497886 _qpbk.
020			_a312533859X
020			_a9783125338593
035			_a(ATU)b1038022x
035			_a(OCoLC)32968541
040			_aDLC _beng _erda _cDLC _dNLGGC _dBAKER _dBTCTA _dYDXCP _dZWZ _dDEBBG _dOCLCQ _dATU
050	0	0	_aP53 _b.W66 1996
082	0	4	_a419.007
100	1		_aWoods, Devon, _eauthor. _91029681
245	1	0	_aTeacher cognition in language teaching : _bbeliefs, decision-making, and classroom practice / _cDevon Woods.
264		1	_aCambridge [England] ; _aNew York : _bCambridge University Press, _c1996.
300			_axii, 316 pages : _billustrations ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aThe Cambridge applied linguistics series
504			_aIncludes bibliographical references (pages 300-310) and index.
505	0	0	_g1. _tWhy study the teacher? -- _g2. _tThe study -- _g3. _tAn ethno-cognitive model of language teachers' decision-making -- _g4. _tThe structures of teaching:UNITS AND RELATIONSHIPS IN A COURSE a participant-centred view of course structure -- _g5. _tDECISION-MAKING IN THE STRUCTURING OF A COURSE: A Model OF THE PLANNING PROCESSES OF SL TEACHERS -- _g6. _tProcedures and strategies in the planning process -- _g7. _tAn integrated view of teachers' beliefs, assumptions and knowledge -- _g8. _tThe role of BAK in teachers' interpretive processes -- _g9. _tCoherence in the teaching process -- _g10. _tThe structure and process of teaching in context.
520			_a"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.
588			_aMachine converted from AACR2 source record.
650		0	_aLanguage and languages _xStudy and teaching. _9319874
650		0	_aLanguage teachers _xPsychology _9789520
650		0	_aCurriculum planning _9316404
830		0	_aCambridge applied linguistics series. _9236207
907			_a.b1038022x _b26-03-18 _c27-10-15
942			_cB
945			_a419.007 WOO _g1 _iA133335B _j0 _lcmain _o- _p$44.66 _q- _r- _s- _t0 _u20 _v32 _w0 _x7 _y.i10856195 _z28-10-15
998			_a(2)b _a(2)c _b20-03-18 _cm _da _feng _genk _h0
999			_c1120459 _d1120459