This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts. Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.

Essays in Modern Stylistics, first published in 1981, is a collection of essays in the application of modern linguistic theory to the study of literature. The essays reflect the development in stylistics away from programmic statements towards analysis of particular literary works and effects. This selection includes studies of the theory of stylistics, linguistic approaches to the poetry of John Keats, Wallace Stevens, E. E. Cummings, Percy Bysshe Shelley and William Blake, modern metrical theory and prose style. This title will be of interest to students of literary theory.

Essays in Modern Stylistics, first published in 1981, is a collection of essays in the application of modern linguistic theory to the study of literature. The essays reflect the development in stylistics away from programmic statements towards analysis of particular literary works and effects. This selection includes studies of the theory of stylistics, linguistic approaches to the poetry of John Keats, Wallace Stevens, E. E. Cummings, Percy Bysshe Shelley and William Blake, modern metrical theory and prose style. This title will be of interest to students of literary theory.

Teacher Development Over Time: Practical Activities for Language Teachers addresses teacher learning over the span of the careers of both novice and experienced teachers in English Language Teaching (ELT). It is designed to a) help novice ELT teachers to see the ways in which their learning may open up careers and communities over a professional life span; and b) support experienced ELT teachers in understanding where they are in their careers and how they may respond creatively to the challenges in that particular career phase. Part 1 synthesises the views of major research on teaching as it is experienced over time by teachers and discusses the implications. Readers engage with these ideas via the activities in Part 2, which encourage them to reflect on their career paths and on possible themes for future work. Part 3 describes ways teachers can set the Part 2 activities within a busy professional life, and Part 4 helps teachers to engage in further explorations on their own or with others. By merging a strong line of research with very practical tools for understanding professional development, Teacher Development Over Time proves to be an indispensable resource for language teachers as well as teacher educators and mentors.

Teacher Development Over Time: Practical Activities for Language Teachers addresses teacher learning over the span of the careers of both novice and experienced teachers in English Language Teaching (ELT). It is designed to a) help novice ELT teachers to see the ways in which their learning may open up careers and communities over a professional life span; and b) support experienced ELT teachers in understanding where they are in their careers and how they may respond creatively to the challenges in that particular career phase. Part 1 synthesises the views of major research on teaching as it is experienced over time by teachers and discusses the implications. Readers engage with these ideas via the activities in Part 2, which encourage them to reflect on their career paths and on possible themes for future work. Part 3 describes ways teachers can set the Part 2 activities within a busy professional life, and Part 4 helps teachers to engage in further explorations on their own or with others. By merging a strong line of research with very practical tools for understanding professional development, Teacher Development Over Time proves to be an indispensable resource for language teachers as well as teacher educators and mentors.

The series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice. The scope of the series includes: second language acquisition bilingualism and multi/plurilingualism language pedagogy and teacher education testing and assessment language planning and policy language internationalization technology-mediated communication discourse-, conversation-, and contrastive-analysis pragmatics stylistics lexicography translation

Doing Teacher Research is one volume of the authoritative 13-title TeacherSource series. The author examines the issue from three distinct perspectives: Teachers' Voices, which are authentic accounts of teacher's experiences; Frameworks, which are comprehensive discussions of theoretical issues; and Investigations, which are inquiry-based activities.

This book introduces a new field of educational research called "teacher learning," as it applies to the teaching of languages. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of theory and research into teacher learning and of the role that previous experience, social context, and professional training play in the process.