Teacher development in action : understanding language teachers' conceptual change
Author(s)
Bibliographic Information
Teacher development in action : understanding language teachers' conceptual change
Palgrave Macmillan, 2016, c2012
- : pbk
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Note
Originally published: 2012
First published in paperback 2016--T.p. verso
Bibliography: p. 199-213
Description and Table of Contents
Description
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.
Table of Contents
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
by "Nielsen BookData"