Professional development through teacher research : stories from language teacher educators
著者
書誌事項
Professional development through teacher research : stories from language teacher educators
（New perspectives on language and education, 102）
Multilingual Matters, c2022
- : hbk
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
Little is known about how language teacher educators become, and also develop professionally as, teachers of teachers. One avenue for teacher education professional development is that of teacher research, whereby teacher educators can not only improve their practices in their immediate context but also help develop transformative pedagogies in wider contexts by sharing their research. This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It seeks to understand the professional gains teacher educators see in conducting research with their own students/future teachers; to promote knowledge democratisation by including teacher educators from under-represented contexts such as Latin America and Africa; to examine language teacher educators' motivations to write for publication; and to reduce the gap between educational research and educational practice in BA and MA programmes in language teaching.
目次
Tables and Figures
Abbreviations
Contributors
Chapter 1. Dario Luis Banegas, Emily Edwards and Luis S. Villacanas de Castro: Introduction
Chapter 2. Anh Tran: Promoting Pre-service Teachers' Collaborative Reflective Practice: Voices from a TESOL Teacher Education Programme in Vietnam
Chapter 3. Neil Johnson and Michael Hepworth: Ghosts in the Machine? Exploratory Teaching on a Distance Learning Development Project
Chapter 4. Hongzhi Yang: Developing Languages Pre-service Teachers' Epistemic Agency in Using Technology in Languages Teaching
Chapter 5. Maria Gimena San Martin: Student-Teachers' Beliefs and Emotions about an EFL Teaching Practicum: A Proposal to Support their Development Processes
Chapter 6. Alan Huang: Exploring the Ways in which Modern Languages Student-Teachers Conceptualise Practitioner Enquiry in Scotland
Chapter 7. Bushra Ahmed Khurram: Engaging Students in Learning through Teacher Research
Chapter 8. Maria Cristina Sarasa: Narrative Pedagogies in Argentinean University English Language Teacher Education
Chapter 9. Paula A. Echeverri Sucerquia: Scaffolding Conscientisation and Praxis in Critical Language Teacher Education
Chapter 10. Tammy Fajardo-Dack, Monica Abad Celleri and Juanita Argudo Serrano: Supervising Student-Teachers' Research: Between Reinforcing our Supervisor-Researcher Identities and Enabling Novice Teacher-Researchers
Chapter 11. Liliana Cuesta Medina and Jermaine S. McDougald: Mapping Transformations in Teacher Education: Colombian Teachers' Enactments through Mentoring
Chapter 12. Nancy N. Kamweru and Alice Kiai: Teaching Oral Skills to Student-Teachers: A Visually Impaired Teacher Educator's Experiences
Chapter 13. Dario Luis Banegas, Emily Edwards and Luis S. Villacanas de Castro: Conclusion
Index
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