Produktbild: Social Interaction in Language Teacher Education

Social Interaction in Language Teacher Education A Corpus and Discourse Perspective

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Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

20.10.2019

Verlag

Edinburgh University Press

Seitenzahl

200

Maße (L/B/H)

23,4/15,7/1,8 cm

Gewicht

454 g

Sprache

Englisch

ISBN

978-1-4744-1262-9

Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

20.10.2019

Verlag

Edinburgh University Press

Seitenzahl

200

Maße (L/B/H)

23,4/15,7/1,8 cm

Gewicht

454 g

Sprache

Englisch

ISBN

978-1-4744-1262-9

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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Die Leseprobe wird geladen.
  • Produktbild: Social Interaction in Language Teacher Education
  • Chapter 1 - Introducing the Contexts
    1.1 Introduction
    1.2 Institutional Discourse
    1.3 Classroom Discourse
    1.4 On-line Academic Discourse
    1.5 Language Teacher Education Discourse
    1.6 Outline of the Book
    Chapter 2 - Language Teacher Education (LTE) and Analysing Social Interaction
    2.1 Introduction
    2.2 LTE and its Development over Time
    2.2.1 Theoretical Influences: the why and how of LTE?; 2.2.2 Sociocultural Theory and Education; 2.2.3 Freeman's Design Theory for Second Language Teachers
    2.3 Curriculum and Content: the what of LTE
    2.4 Participants: the who of LTE
    2.4.1 Teacher Educators/Mentors; 2.4.2 The Student/Novice Teacher and Teacher Cognition
    2.5 Tasks
    Chapter 3 - Reflective Practice (RP) in Language Teacher Education (LTE)
    3.1 Introduction
    3.2 RP in LTE
    3.2.1 RP: Concept and Principles; 3.2.2 RP: Approaches and Models; 3.2.3 RP: The Benefits; 3.2.4 RP: Collaborative Approaches and Modes
    3.3 Communities of Practice
    3.3.1 Concept and Principles; 3.3.1 The Benefits of RP in CoPs; 3.3.2 Multimodal RP in CoPs
    3.4 Tasks
    Chapter 4 - A Data-Led Approach to Exploring Social Interactions in an English Language Teacher Education (ELTE) Community
    4.1 Introduction
    4.2 Research Approach
    4.3 Research Aims
    4.4 Teacher Education Corpus (TEC)
    4.5 TEC Modes and Data Collection Methods
    4.5.1 Mode 1: Face-to-Face Teaching Practice Feedback Interactions; 4.5.2 Mode 2: Face-to-Face Lecturer Guided Group Discussions; 4.5.3 Mode 3: Face-to-Face Peer Tutor Guided Group Discussions; 4.5.4 Mode 4: On-Line Portfolios; 4.5.5 Mode 5: On-Line Blogs; 4.5.6 Mode 6: On-Line Chat; 4.5.7 Mode 7: On-Line Discussion Fora
    4.6 Student Teacher Participation
    4.7 Identifying Main Analytical Themes
    4.8 Summary
    Chapter 5 - Socialisation into the English Language Teacher Education (ELTE) Community of Practice
    5.1 Introduction
    5.2 Shared Repertoire
    5.2.1 Metalanguage; 5.2.2 Topic
    5.3 Metalanguage in TEC
    5.3.1 Distribution of Metalanguage in TEC; 5.3.3 Distribution of Metalanguage in Face-to-Face Modes in TEC; 5.3.4 Distribution of Metalanguage in On-line Modes in TEC
    5.4 Discussion: Metalanguage
    5.5 Topic in TEC
    5.6 Discussion: Topic
    5.7 Summary
    5.8 Tasks
    Chapter 6 - Language Teacher Identity
    6.1 Introduction
    6.2 What is language teacher identity?
    6.3 Competences of Language Teacher Identity
    6.4 Researching Language Teacher Identity
    6.5 Pronoun Usage in the TEC Corpus
    6.6 Pronoun Usage among Novice and Experienced Student Teachers
    6.6.1 I; 6.6.2 I am; 6.6.3 We; 6.6.4 We are
    6.7 Pronoun Usage in Face to Face and On-line Modes: I and We
    6.8 Pronoun Usage in Individual and Scaffolded Modes: I and We
    6.9 Summary
    6.10 Tasks
    Chapter 7 - Developing and Reflecting Teachers
    7.1 Introduction
    7.2 The Language of Reflection
    7.2.1 Overall; 7.2.2 Personal; 7.2.3 Reflective
    7.3 The Language of Reflection among Novice and Experienced Student Teachers
    7.3.1 Know
    7.4 The Language of Reflection in Face-to-face and On-line Reflections
    7.4.1 Feel
    7.5 The Language of Reflection in Individual and Scaffolded Modes
    7.5.1 Think
    7.6 Summary
    7.7 Tasks
    Chapter 8 - Conclusions
    8.1 Introduction
    8.2 Key Findings
    8.2.1 Metalanguage and Topic; 8.2.2 Language Teacher Identity; 8.3.3 Reflective Practice
    8.3 Implications
    References