Kubanyiova, Magdalena, 1977-
Houndmills, Basingstoke Hampshire ; New York : Palgrave Macmillan, 2012.
- xvi, 220 p. : ill ; 23 cm.
Includes bibliographical references (p. 199-213) and indexes.
- Teacher change research: a critical overview
- Theories of learning and change in psychology
- Pulling it together: an integrated model of language teacher conceptual change
- The study of language teachers' conceptual change: grounded theory ethnography
- It's not what they know, it's who they see: ideal selves as central cognitions in conceptual change
- Emotional dissonance: essential but insufficient catalyst for conceptual change
- When change threatens the teachers' sense of of self: emotional battles in balancing ideal, ought-to and feared selves
- It's not as simple as it sounds: teacher change as a multifaceted, situated, emerging and dynamic process
- Conclusion: New metaphors for researching and educating for teacher change.
"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.