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This book examines the process of identity (re)construction for
assistant language teachers (ALTs) in foreign language classrooms
in Japan, using Narrative Inquiry as a tool to provide a
multifaceted perspective on their personal and professional growth.
To develop a thorough understanding of the classroom, the author
proposes three different types of awareness from the perspective of
sociocultural theory. Each type of awareness is a unique lens
through which to see the teachers' world of language teaching
within the classroom. Finally, the book discusses teacher
development, teaching theory, and identity based on analysis of the
narrative data. The book offers useful pedagogical insights that
may have implications for teacher development and principles of
language team teaching for teachers, teacher trainers, ALTs, boards
of education, and university students of English and language
education, including English as a Foreign Language (EFL).
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