Thomas S.C. Farrell – författare
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25 produkter
25 produkter
Reflecting on Teaching the Four Skills
60 Strategies for Professional Development
Häftad, Engelska, 2012
325 kr
Skickas inom 5-8 vardagar
Reflecting on Teaching the Four Skills: 60 Strategies for Professional Development offers novice teachers strategies for the teaching of reading, writing, listening, and speaking, and for assessing those skills. The final chapter offers strategies for pursuing professional development. The strategies presented in each chapter are not necessarily the most important or the only strategies; they are examples written to help in-service or new teachers discover new techniques for addressing common challenges. Each strategy--a simple and concise statement for teachers to reflect on, followed by a discussion of the relevant theory or principle(s)—is followed by three sections:Application: A concise description of one way the strategy can be used and applied by language teachers. Precaution: One caveat intended to help teachers troubleshoot for, and possibly avoid, common problems before they occur.Scenario: One scenario of a teacher using the strategy, followed by reflective questions. The scenarios are based on actual experiences of language teachers from around the world. Each chapter closes with a set of broad-based reflection questions that can be used as the basis of classroom discussion or writing/research or for self-reflection.
2 064 kr
Skickas inom 10-15 vardagar
In this comprehensive and detailed analysis of recent research on encouraging reflective practices in TESOL, Farrell demonstrates how this practice has been embraced within TESOL and how it continues to impact the field. Examining a vast array of studies through his own framework for reflecting on practice, Farrell’s analysis comprises not only the intellectual and cognitive but also the spiritual, moral, and emotional aspects of reflection. Reflection questions at the end of each chapter provide a jumping-off point for researchers, scholars, and teachers to further consider and reflect on the future of the field. Providing a holistic picture of reflection, this book is an original compendium of essential research on philosophy and principles, instruments used in studies, and theory and practice.
604 kr
Skickas inom 10-15 vardagar
In this comprehensive and detailed analysis of recent research on encouraging reflective practices in TESOL, Farrell demonstrates how this practice has been embraced within TESOL and how it continues to impact the field. Examining a vast array of studies through his own framework for reflecting on practice, Farrell’s analysis comprises not only the intellectual and cognitive but also the spiritual, moral, and emotional aspects of reflection. Reflection questions at the end of each chapter provide a jumping-off point for researchers, scholars, and teachers to further consider and reflect on the future of the field. Providing a holistic picture of reflection, this book is an original compendium of essential research on philosophy and principles, instruments used in studies, and theory and practice.
1 895 kr
Skickas inom 3-6 vardagar
A 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education – the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.
305 kr
Skickas
A 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education – the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.
818 kr
Skickas inom 5-8 vardagar
406 kr
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934 kr
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406 kr
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1 166 kr
Skickas inom 5-8 vardagar
406 kr
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934 kr
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458 kr
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228 kr
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242 kr
Skickas
175 kr
Skickas inom 5-8 vardagar
294 kr
Skickas
174 kr
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174 kr
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174 kr
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207 kr
Skickas inom 5-8 vardagar
207 kr
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196 kr
Skickas inom 5-8 vardagar
207 kr
Skickas inom 5-8 vardagar
Handbook of Language Teacher Education
Critical Review and Research Synthesis
Inbunden, Engelska, 2025
2 574 kr
Skickas inom 10-15 vardagar
This handbook synthesizes accumulated research evidence about the main areas of language teacher education. It systematically applies research synthesis to the field, providing coherent, systematic insights into various aspects of language teacher education.Each chapter compares research conducted between 2010–2020 within a specialized area of teacher education. The chapters discuss the theoretical and research underpinnings of each area, describing the purposes, methods, and findings of the research, including the impacts of teacher education on teacher professional development and teaching effectiveness.The twenty-six chapters in this handbook address three main areas of teacher education: Teacher Variables, Teacher Professional Development, and Teacher Instructional Beliefs and Practices. Section One on teacher variables includes ten chapters focused on teacher reflective practice, identity, cognition, self-efficacy beliefs, emotion, motivation, demotivation and burnout, agency, autonomy, and nativeness/nonnativeness. Second Two includes five chapters on teacher professional development, namely good language teachers, preservice teacher mentoring, practicum in language teacher education, online language teacher education, and language teacher action research. Section Three consists of eleven chapters on teacher instructional beliefs and practices, which systematically review research on teacher beliefs and practices about English as an international language, teacher intercultural knowledge and beliefs, teacher curricular knowledge, TPACK of in-service teachers in language education, CLIL language teacher education, EMI language teacher education, heritage language teacher education, translanguaging in language teacher education, language teacher classroom discourse and interaction, language assessment literacy for teachers, and scaffolding and language teachers.This handbook is an invaluable resource for teacher educators, student/preservice teachers, inservice teachers, graduate students of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics, and teacher education researchers.