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Teacher development in action : understanding language teachers' conceptual change

Publication Type:

Book

Source:

Palgrave Macmillan, Houndmills, Basingstoke Hampshire ; New York, p.220 (2012)

Call Number:

Cubb P53.85 .K84 2012

URL:

http://searchworks.stanford.edu/view/9629040

Keywords:

English language--Study and teaching--Foreign speakers, English teachers--Training of, Language and languages--Study and teaching, Language teachers--Training of, Teacher-student relationships

Abstract:

Contents: 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 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.; Summary: "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. "--Provided by publisher.

Publication Language:

eng