Teacher development in action: understanding language teachers' conceptual change

Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivationand psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. MAGGIE KUBANYIOVA is Lecturer in Educational Linguistics in the School of Education, University of Birmingham, UK. Her research interests concern language teacher development, second language learning, classroom pedagogy and ecological approaches to research methodology. Her work has appeared in 'Modern Language Journal, Language Teaching Research, TESL-EJ' and in several edited volumes. INDICE: Prologue - Acknowledgements - Introduction - Teacher Change Research: A Critical Overview - Theories of Learning and Change in Psychology - Pulling it Together: An Integrated Model of Language Teacher Conceptual Change - The Study of Language Teachers' Conceptual Change: Grounded Theory Ethnography - It's Not What They Know, It's Who They See: Ideal Selves as Central Cognitions in Conceptual Change - Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual Change - When Change Threatens the Teachers' Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves - It's Notas Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process - Conclusion: New Metaphors for Researching and Educating for Teacher Change - Epilogue - -

• ISBN: 978-1-137-58021-4
• Editorial: Palgrave MacM
• Encuadernacion: Rústica
• Páginas: 256
• Fecha Publicación: 23/12/2011
• Nº Volúmenes: 1
• Idioma: Inglés