Language teacher education for a global society : a modular model for knowing, analyzing, recognizing, doing, and seeing
P53.85 .K86 2012
- Unknown P53.85 .K86 2012
- Includes bibliographical references (p. -142) and index.
- Contents Preface Chapter 1: (Re)visioning Language Teacher Education 1.1 Globalizing Perspectives 1.2 Operating Principles 1.3 Challenging Priorities 1.4 Designing KARDS Chapter 2: Knowing 2.1. Professional knowledge 2.2. Procedural Knowledge 2.3. Personal Knowledge Chapter 3: Analyzing 3.1. Learner Needs 3.2. Learner Motivation 3.3. Learner Autonomy 3.4. Classroom Implications Chapter 4: Recognizing 4.1. Teacher Identities 4.2. Teacher Beliefs 4.3. Teacher Values 4.4. The Teaching Self Chapter 5: Doing 5.1. Teaching 5.2. Theorizing 5.3. Dialogizing Chapter 6: Seeing 6.1. Learner Perspective 6.2. Teacher Perspective 6.3. Observer Perspective 6.4. "On Seeing-that" Chapter 7: (Re)making a Modular Model 7.1. Models and Modules 7.2. Design and Delivery 7.3. Challenge and Change 7.4. Closings and Openings References Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state-of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to help teachers understand: how to build a viable professional, personal and procedural knowledge-base, how to analyze learner needs, motivation and autonomy, how to recognize their own identities, beliefs and values, how to do teaching, theorizing and dialogizing, and how to see their own teaching acts from learner, teacher, and observer perspectives. Providing a scaffold for building a holistic understanding of what happens in the language classroom, this model eventually enables teachers to theorize what they practice and practice what they theorize. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for students, practicing teachers, teacher educators, and educational researchers who are interested in exploring the complexity of language teacher education.
(source: Nielsen Book Data)
- Publication date
- B. Kumaravadivelu.
- ESL & applied linguistics professional series