- Tedick, D. J. (Ed.) (2004). Second language teacher education: International perspectives. Mahwah, N. J.: Lawrence Erlbaum Associates Inc.
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摘要:The education of second language teachers takes place across diverse contexts, levels, settings, and geographic regions. By bringing together research, theory, and best practices from a variety of contexts (ESL/EFL, foreign language, bilingual and immersion education), this book contributes to building meaningful professional dialogue among second-language teacher educators. Featuring an international roster of authors, the volume is comprised of 18 chapters organized in four thematic sections: the knowledge base of second language teacher education; second language teacher education contexts; collaborations in second language teacher education, and second language teacher education in practice. Second Language Teacher Education: International Perspectives is an essential professional resource for practcing and prospective second language teacher educators around the world.
- Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
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摘要:This much-needed text provides a coherent and strategic approach to teacher development. Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.
- Richard, J. C., & Nunan, D. (1990). Second language teacher education. Cambridge: Cambridge University Press.
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摘要:This text provides a detailed account of current approaches to the education of teachers of second languages. The paperback edition provides a detailed account of current approaches to the education of teachers of second languages. It offers valuable ideas on the observation and supervision of classrooms, on self-evaluation by teachers, and on teaching itself. Its emphasis reflects the shift in orientation from teacher training to teacher education, in which teachers are involved in developing their own theories of teaching, understanding the nature of teacher decision making, and developing strategies for critical self-evaluation. The book is aimed at teachers, teacher educators, and workshop facilitators involved both in pre-service and in-service education of teachers of second and foreign languages.
- Kumaravadivelu, B. (2011). Language teacher education for a global society: A modular model for knowing, recognizing, doing, and seeing. New York and London: Routledge.
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摘要: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.
- Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
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摘要:This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers.
- Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
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摘要:Collaborative Action Research for English Language Teachers proposes that action research should be a collaborative process emerging from the practical concerns of groups of teachers working in a common or similar context. Teachers' first-person accounts provide the basis for exploring the challenges and constraints of action research.Collaborative Action Research for English Language Teachers discusses:what collaborative action research is and why it is of interest toclassroom teachers; processes and steps in collaborative action research; methods for data collection that integrate with classroom activities and ways of analysing action research data.It will be of interest to teachers seeking new directions for theirown professional development as well as to teacher educators, programadministrators and researchers interested in integrating collaborativeaction research into current practice and curriculum renewal.
- 吴一安,2007,《中国高校英语教师教育与发展研究》[M]。北京:外语教学与研究出版社。
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摘要:《中国高校英语教师教育与发展研究》是教育部人文社会科学重点研究基地所承担的重大科研项目的一份结项报告。《中国高校英语教师教育与发展研究》介绍本项目的研究背景、目的、构思、方法和研究队伍,提炼出的成果对我国高校英语教师教育和发展具有重大的应用价值。
- Burns, A., & Richards, J. C. (2009). The Cambridge guide to second language teacher education (2nd Ed.). Cambridge: Cambridge University Press.
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摘要:This collection provides an overview of current issues, debates, and approaches in Second Language Teacher Education (SLTE) presented by internationally prominent researchers, educators, and emerging scholars. Chapters address such issues as distance education, non-native English-speaking educators, technology, assessment, standards, and the changing contexts of contemporary language teaching and teacher education.
- Borg, S. (2006). Teacher cognition and language education: Research and practice. New York and London: Continuum.
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摘要:The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.