|
Showing 1 - 11 of
11 matches in All Departments
This volume offers research-based studies on English for Specific
Purposes in higher education from across the world. By drawing on
international studies, the book brings together diverse ESP
practices and aspects of relevant issues in the development of ESP
programs, teachers and learners in a coherent fashion. There is a
growing need for undergraduate students to develop their
proficiency of ESP skills and knowledge in the increasingly
globalized world. Knowledge of ESP is an important factor in
subject matter learning by students, and also closely related to
the performance of university graduates in the relevant sectors.
Careful planning and efficient implementation are essential to
ensure the quality of the language learning process. For a variety
of reasons, it proves difficult to maintain ESP instruction in
higher education. These reasons include the incompetence of
teachers, lack of materials for that specific context, as well as
lack of opportunities for ESP teachers to develop their skills. The
chapters in this book, taken from a wide variety of countries, shed
light on the diversity of current practices and issues surrounding
ESP.
This edited collection explores the use of Exploratory Practice
(EP) by language teachers in classrooms. Written by practitioners,
the chapters showcase unique examples of each principle of EP, with
topics ranging from mentoring practitioner researchers, to teaching
and learning in EAP, and investigating curriculum development in
language teaching programs. The book provides example EP studies
and gives voice to practitioners' experiences of the challenges
they experienced as well as the benefits. Examples include tackling
intercultural communication in linguistically and culturally
diverse classrooms; pedagogy and curriculum design in language
teaching; explorations of continuing professional development in
language education. In doing so, it offers tools that can be
transferred to other classroom contexts and used to aid teacher
development. The concluding chapter highlights critical aspects of
Exploratory Practice which emerge in the studies and examines how
practitioners advanced their understandings. This book will appeal
to those working in Applied Linguistics, TESOL research, as well as
language teachers and teacher educators.
This book advances the theory of action research, analyzing how it
can be used to develop autonomy among language teachers. Although
acknowledging that the research process is not always linear, the
authors proceed according to a clear progression which teachers can
adapt to their needs. They provide examples, narratives, questions
and tasks, and give multiple ideas for establishing research
questions, choosing appropriate methodologies, adapting to existing
contexts, and collecting data. They also suggest possible
instruments, and give clear instructions for carrying out the most
common kinds of statistical procedures, and ideas for presenting,
discussing, and writing up research findings. In spite of its
practical bias, the book is theoretically and ethically rigorous,
and contains an extensive glossary for quick and easy reference. It
will appeal to trainee teachers, in-service teachers wanting to
expand their own professional horizons or working for a higher
qualification, and is an invaluable reference for teacher-educators
and scholars.
This edited collection explores the use of Exploratory Practice
(EP) by language teachers in classrooms. Written by practitioners,
the chapters showcase unique examples of each principle of EP, with
topics ranging from mentoring practitioner researchers, to teaching
and learning in EAP, and investigating curriculum development in
language teaching programs. The book provides example EP studies
and gives voice to practitioners' experiences of the challenges
they experienced as well as the benefits. Examples include tackling
intercultural communication in linguistically and culturally
diverse classrooms; pedagogy and curriculum design in language
teaching; explorations of continuing professional development in
language education. In doing so, it offers tools that can be
transferred to other classroom contexts and used to aid teacher
development. The concluding chapter highlights critical aspects of
Exploratory Practice which emerge in the studies and examines how
practitioners advanced their understandings. This book will appeal
to those working in Applied Linguistics, TESOL research, as well as
language teachers and teacher educators.
This volume offers research-based studies on English for Specific
Purposes in higher education from across the world. By drawing on
international studies, the book brings together diverse ESP
practices and aspects of relevant issues in the development of ESP
programs, teachers and learners in a coherent fashion. There is a
growing need for undergraduate students to develop their
proficiency of ESP skills and knowledge in the increasingly
globalized world. Knowledge of ESP is an important factor in
subject matter learning by students, and also closely related to
the performance of university graduates in the relevant sectors.
Careful planning and efficient implementation are essential to
ensure the quality of the language learning process. For a variety
of reasons, it proves difficult to maintain ESP instruction in
higher education. These reasons include the incompetence of
teachers, lack of materials for that specific context, as well as
lack of opportunities for ESP teachers to develop their skills. The
chapters in this book, taken from a wide variety of countries, shed
light on the diversity of current practices and issues surrounding
ESP.
This book focuses on mentoring in English language education
internationally, as it applies to students, language teachers,
practitioner researchers and research mentors themselves. It aims
to provide an in-depth understanding of current mentoring practices
in diverse contexts worldwide, drawing on case studies from Brazil,
Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and
Vietnam; Australia; parts of Africa; Oman and the UAE; North
Macedonia, Turkey and the UK. Areas of focus include peer
mentoring, mentor courses, cross-cultural issues, and modalities
such as face-to-face or online mentoring, and the chapters also
highlight the value of different methodological tools for exploring
mentoring situations, including cultural-historical activity theory
and conversation analysis. The book's conclusion highlights the
potential of mentoring to widen access to learning and therefore
address issues that relate to social injustice and inequality,
particularly in, but not limited to, under-resourced contexts. This
volume will be of particular interest to teacher educators,
pre-service and in-service language teachers, and students and
scholars of applied linguistics and English language teaching.
This book equips pre-service language teachers with research and
inquiry skills which they can use in the course of their classroom
teaching. Research is presented not as an additional burden in
teachers' busy lives but as an integrated tool for satisfying their
curiosity, developing an investigative stance, and strengthening
the links between theory and practice. Over the course of the book,
the authors introduce and encourage the use of pedagogically
exploitable pedagogic-research activities (PEPRAs) to develop a
deeper understanding of pedagogic issues in an engaging,
supportive, and collaborative way. This book will be of interest to
students and instructors on TESOL and related courses, as well as
practitioners working in the teacher training sector.
This book advances the theory of action research, analyzing how it
can be used to develop autonomy among language teachers. Although
acknowledging that the research process is not always linear, the
authors proceed according to a clear progression which teachers can
adapt to their needs. They provide examples, narratives, questions
and tasks, and give multiple ideas for establishing research
questions, choosing appropriate methodologies, adapting to existing
contexts, and collecting data. They also suggest possible
instruments, and give clear instructions for carrying out the most
common kinds of statistical procedures, and ideas for presenting,
discussing, and writing up research findings. In spite of its
practical bias, the book is theoretically and ethically rigorous,
and contains an extensive glossary for quick and easy reference. It
will appeal to trainee teachers, in-service teachers wanting to
expand their own professional horizons or working for a higher
qualification, and is an invaluable reference for teacher-educators
and scholars.
The current climate in education environments necessitates the
collaboration on and sharing of research done by teacher educators
and professional developers. In an era of high-stakes assessment
driven by international tests, professionals are looking for
research-based or evidence-based initiatives and approaches to
enhance teacher learning, which will in turn impact student
learning. The Handbook of Research on Educator Preparation and
Professional Learning is a critical scholarly publication that
examines pedagogy for educator preparation and growth for classroom
expertise. This book features a wide array of topics such as online
environments, project-based learning, and urban education. This
book is ideal for educators, administrators, professional
developers, academicians, policymakers, and researchers.
Mentoring in teacher education has been a key issue in ensuring the
healthy development of teacher learning. Variety in the
actualization of mentoring can lead to the exposition of new
qualities and the evolving roles that mentors might undertake.
Mentorship Strategies in Teacher Education provides emerging
research on international educational mentoring practices and their
implementation in teacher education. While highlighting topics such
as e-mentoring, preservice teachers, and teacher program
evaluation, this publication explores the implementations and
implications that inform the existing practices of teacher
education mentoring. This book is a vital resource for researchers,
educators, and practitioners seeking current research on the
understanding and development of existing mentorship strategies in
a variety of fields and disciplines.
As new trends emerge in the realm of education, instructors are
faced with the task of continuing development in order to stay up
to date on the latest teaching methodologies for both virtual and
face-to-face education. Facilitating In-Service Teacher Training
for Professional Development is a pivotal reference source for the
latest research on the scenarios faced by in-service educators,
uncovering models, recent trends, and perceptions of in-service
teacher training. Featuring extensive coverage across a range of
relevant perspectives, such as teacher identity, collaborative
teacher development, and exploratory practice, this book is ideally
designed for researchers, practitioners, and professionals seeking
current research on the need for continuing development in teacher
education.
|
You may like...
My Neighbours
Caradoc Evans
Paperback
R319
R300
Discovery Miles 3 000
|