Teacher awareness as professional development : assistant language teachers in a cross-cultural context
著者
書誌事項
Teacher awareness as professional development : assistant language teachers in a cross-cultural context
(Palgrave pivot)
Palgrave Macmillan, c2022
大学図書館所蔵 全12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 and index
内容説明・目次
内容説明
This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers' world of language teaching within the classroom. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data.
The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL).
目次
Chapter 1: Introduction.-
Chapter 2: English Language Education Reform and Assistant Language Teachers in Japan.-
Chapter 3: Teacher Awareness, Kizuki: A Form of Professional Development.-
Chapter 4: Overview of the Study.-
Chapter 5: Beginning Their Stories.-
Chapter 6: Experiences of Kizuki.-
Chapter 7: Investments and Crossing the Boundaries in the Classroom.-
Chapter 8: Growing Collegiality in Cooperative Practice.-
Chapter 9: Sociocultural Perspectives on ALTs' Professional Development.-
Chapter 10: Narrative Inquiry as an Inquiry-based Approach to Teacher Development.-
Chapter 11: Epilogue.
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