International Perspectives on English Language Teacher Education

Innovations from the Field
2015. Auflage 2015
ISBN: 978-1-137-44005-1
Verlag: Palgrave MacMillan UK

Buch, Englisch, 202 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 4498 g

Reihe: International Perspectives on English Language Teaching

The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners. The collection suggests that a way forward for second language teacher preparation programs is through 'reflective practice as innovation'.

Zielgruppe

Research

Autoren/Hrsg.

Farrell, T.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

1. Second Language Teacher Education: A Reality Check; Thomas S.C. Farrell 2. Constructivist Language Teacher Education: An Example from Turkey; Simon Phipps 3. Encouraging Critical Reflection in a Teacher Education Course: A Canadian Case Study; Thomas S.C. Farrell 4. Teaching Everything to No One and Nothing to Everyone: Addressing the Content in Content Based Instruction; Margo DelliCarpini & Orlando B. Alonso 5. Dissonance and Balance: The Four Strands Framework and Pre-service Teacher Education; John Macalister and Jill Musgrave 6. Materials Design in Language Teacher Education: A Example from Southeast Asia; Jack C. Richards 7. Translanguaging Principles in L2 Reading Instruction: Implications for ESL Pre-service Teacher Program; Leketi Makalela 8. Creative Enactments of Language Teacher Education Policy: A Singapore Case Study; Lubna Alsagoff 9. Changing Practice and Enabling Development: The Impact of Technology on Teaching and Language Teacher Education in UAE Federal Institutions; Helen Donaghue 10. Using Screen Capture Software to Improve the Value of Feedback on Academic Assignments in Teacher Education; Steve Mann 11. Developing Novice EFL Teachers' Pedagogical Knowledge through Lesson Study Activities; Hao Xu 12. Reflective Practice as Innovation in SLTE; Thomas S.C. Farrell

Über Autor(innen)

Thomas S.C. Farrell, Brock University, Canada Steve Mann, University of Warwick, UK Leketi Makalela, University of the Witwatersrand, South Africa John Macalister, Victoria University of Wellington, New Zealand Hao Xu, Beijing Foreign Studies University, China Simon Phipps, Educational Consultant Helen Donaghue, Sheffield Hallam University, UK Jack Richards, University of Sydney, Australia Margo DelliCarpini, Morehead State University, USA Orlando B. Alonso, Lehman College, CUNY, USA Jill Musgrave, Victoria University of Wellington, New Zealand Lubna Alsagoff, National Institute of Education, Singapore