Kubanyiova Teacher Development in Action

Understanding Language Teachers' Conceptual Change
1. Auflage 2012
ISBN: 978-0-230-34842-4
Verlag: Palgrave Macmillan UK
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 220 Seiten

Reihe: Palgrave Language & Linguistics Collection

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.

Zielgruppe

Research

Autoren/Hrsg.

Kubanyiova, M.

Inhaltsverzeichnis

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

Über Autor(innen)

Maggie Kubanyiova is Senior Lecturer in Educational Linguistics in the School of Education, University of Birmingham, UK. Her research interests concern language teacher development, second language learning and classroom interaction, classroom pedagogy and ecological approaches to research. Her recent book Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (Co-authored with Zoltán Dörnyei, 2014) was highly commended for the HRH the Duke of Edinburgh English Language Book Award.