Teacher development in action : understanding language teachers' conceptual change
- Magdalena Kubanyiova.
- Houndmills, Basingstoke Hampshire ; New York : Palgrave Macmillan, 2012.
- Physical description
- xvi, 220 p. : ill ; 23 cm.
Education Library (Cubberley)
|P53.85 .K84 2012||Unknown|
- Kubanyiova, Magdalena, 1977-
- Includes bibliographical references (p. 199-213) and indexes.
- Prologue Acknowledgements Introduction 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 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 Epilogue.
- (source: Nielsen Book Data)9780230232587 20160614
- Publisher's Summary
- Teacher Development in Action offers a rich account of language teachers' engagement with the latest research in second language motivation on a year-long teacher development project. It offers an in-depth analysis of how language teachers mobilize (or not) their vast inner resources when they make sense of new material, and sheds light on why language classrooms do not always become acquisition-rich and motivating environments, even when teachers show great interest in new ideas and find them highly relevant to their practice. Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book breaks new theoretical ground in the language teacher cognition domain and weaves together findings from field notes, classroom observations and interviews into an integrated model of Language Teacher Conceptual Change (LTCC). The new insights into the complex and dynamic nature of teacher development constitute an original contribution to the field of applied linguistics and have significant implications for second language teacher education and development.
(source: Nielsen Book Data)9780230232587 20160614
- Supplemental links
- Cover image
- Publication date
- 9780230232587 (hardback)
- 0230232582 (hardback)
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