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This volume gathers contributions from a range of global experts in
teacher education to address the topic of language teacher
education. It shows how teacher education involves the agency of
teachers, which forms part of their identity, and which they take
on when integrating into the teaching community of practice. In
addition, the volume explores the teachers' situated practice--the
dynamic negotiation of classroom situations, socialization into the
professional teaching culture, and "on the ground experimentation"
with pedagogical skills/techniques.
This book explores teachers’ cognitions about the teaching of
writing in English as a foreign language (EFL) and their teaching
practice, as well as factors influencing the formation and
reformation process of their cognition. Taking stock of Bakhtin’s
dialogism as the theoretical framework, the authors argue that the
formation and reformation of teacher cognition is a dialogic
process. A systematic analysis of participating teachers’
cognition formation and re-formation process suggests the highly
individual nature of teachers’ cognitions. EFL researchers and
teachers, teacher educators, teacher education policymakers,
university administrators and EFL textbook writers could draw on
the findings of the study to provide better resources to implement
the teaching of EFL writing more effectively. The study has adopted
a mixed-methods approach, whose quantitative results show the
patterns and differences of teacher cognition among teachers of
different backgrounds and with different schooling, education and
working experiences. The qualitative findings show in detail
teachers' cognition formation and reformation processes
and the factors contributing to such processes, revealing
convergence and divergence of teachers’ stated cognitions, with a
focus on the discrepancy between teacher cognition and teaching
practice. These are useful lenses through which researchers and
teachers will find significant implications for offering EFL
writing instruction more effectively.
This book addresses the validity of think-aloud protocols (TAPs) in
L2 writing research through a mixed methods study and proposes
effective approaches for their valid implementation. The book
uncovers the reactive effects that TAPs have on L2 writing
performance and processes, and examines how individual factors
moderate this reactivity. It further presents and categorizes
participants' perceptions regarding reactivity and veridicality. To
enhance veridicality, the book identifies incomplete TAPs using
retrospective verbal reports as a reference point. Recommendations
for utilizing TAPs include considering participants' individual
differences, recent experiences, and emotions. This book will be
valuable to educators teaching methodology in second or foreign
language education, applied linguistics, or writing research, and
to L2 researchers or graduate students with a broad interest in
research methods, process-based research, or writing studies, or
planning to incorporate TAPs into their research.
This book explores teachers' cognitions about the teaching of
writing in English as a foreign language (EFL) and their teaching
practice, as well as factors influencing the formation and
reformation process of their cognition. Taking stock of Bakhtin's
dialogism as the theoretical framework, the authors argue that the
formation and reformation of teacher cognition is a dialogic
process. A systematic analysis of participating teachers' cognition
formation and re-formation process suggests the highly individual
nature of teachers' cognitions. EFL researchers and teachers,
teacher educators, teacher education policymakers, university
administrators and EFL textbook writers could draw on the findings
of the study to provide better resources to implement the teaching
of EFL writing more effectively. The study has adopted a
mixed-methods approach, whose quantitative results show the
patterns and differences of teacher cognition among teachers of
different backgrounds and with different schooling, education and
working experiences. The qualitative findings show in detail
teachers' cognition formation and reformation processes and the
factors contributing to such processes, revealing convergence and
divergence of teachers' stated cognitions, with a focus on the
discrepancy between teacher cognition and teaching practice. These
are useful lenses through which researchers and teachers will find
significant implications for offering EFL writing instruction more
effectively.
This book provides critical perspectives on issues relating to
writing norms and assessment, as well as writing proficiency
development, and suggests that scholars need to both carefully
examine testing regimes and develop research-informed perspectives
on tests and testing practices. In this way schools, institutions
of adult education and universities can better prepare learners
with differing cultural experiences to meet the challenges. The
book brings together empirical studies from diverse geographical
contexts to address the crossing of literacy borders, with a focus
on academic genres and practices. Most of the studies examine
writing in countries where the norms and expectations are
different, but some focus on writing in a new discourse community
set in a new discipline. The chapters shed light on commonalities
and differences between these two situations with respect to the
expectations and evaluations facing the writers. They also consider
the extent to which the norms that the writers bring with them from
their educational backgrounds and own cultures are compromised in
order to succeed in the new educational settings.
This book provides critical perspectives on issues relating to
writing norms and assessment, as well as writing proficiency
development, and suggests that scholars need to both carefully
examine testing regimes and develop research-informed perspectives
on tests and testing practices. In this way schools, institutions
of adult education and universities can better prepare learners
with differing cultural experiences to meet the challenges. The
book brings together empirical studies from diverse geographical
contexts to address the crossing of literacy borders, with a focus
on academic genres and practices. Most of the studies examine
writing in countries where the norms and expectations are
different, but some focus on writing in a new discourse community
set in a new discipline. The chapters shed light on commonalities
and differences between these two situations with respect to the
expectations and evaluations facing the writers. They also consider
the extent to which the norms that the writers bring with them from
their educational backgrounds and own cultures are compromised in
order to succeed in the new educational settings.
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Paperback
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R398
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Discovery Miles 3 300
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