Reflective language teaching: from research to practice
The need for ongoing teacher development has been a recurring theme in the field of TESOL in recent years. Not everything a language teacher needs to know can be provided at the pre-service level, and the knowledge base of teaching is constantly changing. Based on cutting-edge research illustrated through case studies, this book outlines strategies for professional development through reflective practice in the language classroom. Accessible and comprehensive, the book presupposes no prior knowledge of linguistics or language teaching, and each chapter includes reflective discussion questions to help the reader apply the strategies and procedures discussed. This book will be invaluable to postgraduate students of TESOL and applied linguistics, and in-service language teachers.
21 pages matching study reported in this book
Results 1-3 of 21
What people are saying - Write a review
We haven't found any reviews in the usual places.
Teachers beliefs and practices
10 other sections not shown
Other editions - View all
action research project activities analyse and/or answer Applied Linguistics aspects awareness beliefs and practices Chapter Outline Introduction Chapter scenario classroom communication classroom language classroom observations classroom practices collaborative communicative language teaching concept maps correct course critical friend critical friendship critical incident critical reflection decided discussion evaluate example experiences explain feedback focus group of teachers Heesoon individual instructions interaction involves issues journal writing knowledge Korea language education language proficiency learners lesson plan Mee-Hee metacognition metaphors and maxims methods participants peer coaching phase problems professional development questions reading reflective language teaching reflective practice reflective teaching research says research to practice responses result Richards and Farrell Richards and Lockhart role second language teachers speaker specific strategies study reflection study reported suggests talk teacher asked teacher development group teacher education teaching and learning teaching journal teaching portfolio team teaching TESOL topic understanding