Language teacher education for a global society : a modular model for knowing, analyzing, recognizing, doing, and seeing
著者
書誌事項
Language teacher education for a global society : a modular model for knowing, analyzing, recognizing, doing, and seeing
(ESL and applied linguistics professional series)
Routledge, 2012
- : pbk
- : hbk
大学図書館所蔵 全32件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. [133]-142) and index
内容説明・目次
内容説明
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.
目次
Contents
Preface
Chapter 1: (Re)visioning Language Teacher Education 1.1 Globalizing Perspectives 1.2 Operating Principles 1.3 Challenging Priorities 1.4 Designing KARDS
Chapter 2: Knowing 2.1. Professional knowledge 2.2. Procedural Knowledge 2.3. Personal Knowledge
Chapter 3: Analyzing 3.1. Learner Needs 3.2. Learner Motivation 3.3. Learner Autonomy 3.4. Classroom Implications
Chapter 4: Recognizing 4.1. Teacher Identities 4.2. Teacher Beliefs 4.3. Teacher Values 4.4. The Teaching Self
Chapter 5: Doing 5.1. Teaching 5.2. Theorizing 5.3. Dialogizing
Chapter 6: Seeing 6.1. Learner Perspective 6.2. Teacher Perspective 6.3. Observer Perspective 6.4. "On Seeing-that"
Chapter 7: (Re)making a Modular Model 7.1. Models and Modules 7.2. Design and Delivery 7.3. Challenge and Change 7.4. Closings and Openings
References
Index
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