Teacher development in action : understanding language teachers' conceptual change
- Kubanyiova, Magdalena, 1977-
- Houndmills, Basingstoke Hampshire ; New York : Palgrave Macmillan, 2012.
- Physical description
- xvi, 220 p. : ill ; 23 cm.
P53.85 .K84 2012
- Unknown P53.85 .K84 2012
- 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.
- Supplemental links
- Cover image
- Publication date
- Magdalena Kubanyiova.