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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.
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.
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.
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.
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
"ICON" is a four-level integrated skills series that takes students
from a beginning to an intermediate level. "ICON" prepares students
to express themselves naturally in English.
"ICON" has been developed as a result of an in-depth research
project into the role of the course book in effective teaching and
learning. From this research, the series has distilled a set of
core activities, which are varied and recurring to create effective
teacher-learner interaction in the classroom. "ICON" has been
designed to support students and teachers in both large and small
classes.
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