CiNii 図書 - Teacher cognition in language teaching : beliefs, decision-making, and classroom practice

This book is an examination of how and what teachers think in their practice of language teaching. It looks at the planning practices of teachers, both in preparation for the classroom and during the moment-by-moment decision-making that occurs in the classroom. It also looks at teachers' interpretive processes, that is how they interpret and evaluate the events, activities and interactions that occur in the teaching process, and how these interpretations and evaluations feed back into subsequent planning. It examines the structure of teachers' beliefs, assumptions and background knowledge and elaborates the role that these play in the decision-making process. This is an important contribution to the developing perspective in education of teachers as being actively involved in constructing a personal and workable theory of teaching and the learning/teaching experience as an interactive, dynamic process.

1
Why study the teacher?
2
The study
3
An ethno-cognitive model of language teachers' decision-making
4
The structures of teaching:UNITS AND RELATIONSHIPS IN A COURSE a participant-centred view of course structure
5
DECISION-MAKING IN THE STRUCTURING OF A COURSE: A Model OF THE PLANNING PROCESSES OF SL TEACHERS
6
Procedures and strategies in the plannng process
7
An integrated view of teachers' beliefs, assumptions and knowledge
8
The role of BAK in teachers' interpretive processes
9
Coherence in the teaching process
10
The structure and process of teaching in context

「Nielsen BookData」より

Teacher cognition in language teaching : beliefs, decision-making, and classroom practice

著者

書誌事項

大学図書館所蔵全81件

この図書・雑誌をさがす

注記

内容説明・目次

関連文献： 1件中 1-1を表示

詳細情報

書き出し