Language teacher education for a global society : a modular model for knowing, analyzing, recognizing, doing, and seeing
Author(s)
Bibliographic Information
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
Available at 32 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. [133]-142) and index
Description and Table of Contents
Description
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.
Table of Contents
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
by "Nielsen BookData"