Language teacher motivation, autonomy and development in East Asia
著者
書誌事項
Language teacher motivation, autonomy and development in East Asia
(English language education, v. 25)
Springer, c2022
大学図書館所蔵 全7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
Other editors: Luxin Yang, Tae-Young Kim, Yoshiyuki Nakata
Includes bibliographical references
内容説明・目次
内容説明
This volume highlights unique features of L2 teachers' motivation, autonomy and career development in Far East counties (including Japan, South Korea and China), using diverse methodological research approaches incorporating both quantitative and qualitative paradigms. While much of current research focuses on students' psychology, this volume looks into EFL teachers' motivation and autonomy. Both discussions of theoretical issues of teacher motivation and autonomy and practical, classroom-based investigations are included and written to appeal to researchers, as well as applied teacher audiences. The theoretical chapters give readers a solid grounding in the issues of interest to the field. The practical chapters offer cutting edge insights and can also serve as templates on which postgraduate and postdoctoral researchers can base future studies. This helps the book to offer a dual service to the research community, addressing both issues of theorization of research and the practice of conducting research investigations.
目次
Chapter1.Introduction( Yuzo Kimura, Luxin Yang and Tae-Young Kim).- Part 1: Theoretical studies: chapter2. Complexity Theory as a Conceptual Framework for Language Phil HiverToward Teacher Autonomy: Encouraging Socially Shared Regulation in the Classroom ( Yoshiyuki Nakata ).- Chapter3. Shifts of Theoretical Paradigms in Second Language Teacher Education and Development: A Critical Review( Lian Zhang).- Part 2: Empirical studies L2 Teacher Motivation/Autonomy as Complex Systems: Chapter4. Across the Boundaries of L2 Classrooms in the Far East( Yuzo Kimura).- Chapter5.Dynamics of South Korean EFL Teachers' Initial Career Motives and Demotivation( Tae-Young Kim and Yongmi Kim).- Chapter6. Exploring the Impact of Group Lesson Discussions on Beliefs and Practices of Three High School EFL Teachers in China( Luxin Yang).- Chapter7. EFL Teacher Learning in Japan: Joining a Digital Technology Community of Practice( Keiko Sakui & Neil Cowie ).- Chapter8. From Darkness to Light: Teacher Immunity and the Emergence of Relatedness with Students ( Richard Sampson).- Chapter9. Teacher Enthusiasm: The Key to Unlocking Teacher and Student Motivation in the L2 Classrooms in East Asia( Peng DING).- Chapter10. Learning to Teach English Reading Through True Concept Formation: A Case Study of a Pre-service English Teacher's Professional Development ( Eunju Kim).- Chapter11. A Case Study of Teacher Autonomy in College English Classrooms(Lina Qian ).- Chapter12. Concluding Chapter (Magdalena Kubanyiova ).
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