Theory and Practice in EFL Teacher Education
Bridging the Gap
This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's pedagogical content knowledge, the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and developm…
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Produktdetails
Weitere Autoren: Mehlmauer-Larcher, Barbara (Hrsg.) / Reichl, Susanne (Hrsg.) / Schiftner, Barbara (Hrsg.)
- ISBN: 978-1-84769-527-7
- EAN: 9781847695277
- Produktnummer: 22270647
- Verlag: Channel View Publications
- Sprache: Englisch
- Erscheinungsjahr: 2011
- Seitenangabe: 280 S.
- Plattform: EPUB
- Masse: 1'505 KB
- Auflage: 1. Auflage
Über den Autor
Julia Hüttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.
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