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Chapter 1 A Career in Language Teacher Cognition
Languages
Teaching
Further Studies
PhD
University of Leeds
Teachers and Research
Researching Professional Development
Consultancy
The Future
Part 1 An Overview of Language Teacher Cognition
Chapter 2 The Origins of Teacher Cognition Research
The 1970s: Changing Perspectives in the Study of Teaching
The 1980s: Decision-Making and Teacher Knowledge
Practical knowledge
ISATT
Teachers’ thought processes
Teacher knowledge
The 1990s: Knowledge, Beliefs, and Learning to Teach
Teacher knowledge and learning to teach
Teachers’ beliefs
Subject-specif ic teacher cognition
Conceptions of knowledge
Perspectives from teacher education and educational psychology
Developments Since 2000
Chapter 3 Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do
Introduction
Teacher Cognition and Prior Language Learning Experience
Teacher Cognition and Teacher Education
Summary
Teacher Cognition and Classroom Practice
Common reasons for instructional decisions
Departures from lesson plans
Cognition and context
Cognition and experience
PPK, BAK, and Pedagogic Principles
Summary
Chapter 4 Current Approaches to Language Teacher Cognition Research: A Methodological Analysis
Introduction
Scope
Methodology
Focus of Studies
Contexts and Participants
Research Stance
Data Collection
Data Analysis
Conclusion
Part 2Teacher Cognition and Grammar Teaching
Chapter 5 Teachers’ Pedagogical Systems and Grammar Teaching in the Second Language Classroom
Introduction
Purpose & Context
Research Framework
Data Collection & Analysis
Findings
Error Analysis
Reference to Students’ First Language
Grammatical Terminology
Grammar Rules
Practising Grammar
Grammar & Communicative Ability
Discussion
The Components of the Pedagogical System
The Role of Experience in Shaping the Pedagogical System
Context and the Pedagogical System
Implications
Chapter 6 The Use of Grammatical Terminology in the Second Language Classroom
Introduction
The use of grammatical terminology
Arguments Against Terminology
Arguments in Favour of Terminology
Learner Variables Inf luencing the Use of Terminology
Teachers’ practices and cognitions regarding terminology
Purpose & Context
Findings
Case 1
Case 2
Case 3
Case 4
Discussion
Implications & Limitations
Chapter 7 Teacher Cognition in Grammar Teaching
Introduction
Teachers’ Knowledge about Grammar
Teachers’ Beliefs about Grammar Teaching
Practices and Cognitions in Teaching Grammar
Conclusion
Chapter 8 Teacher Cognition and Grammar Teaching in a Japanese High School
Introduction
Teacher Cognition and Grammar Teaching
The Study
Research Questions
Context
Participants
Data Collection
Pre-observation Interviews
Classroom Observations
Post-observation Stimulated Recall Interviews
Data Analysis
Findings
Grammar Teaching Activities
Analysing Grammar
L1 and Terminology
Discussion
Conclusion
Part 3Teacher Cognition and Practitioner Research
Chapter 9 English Language Teachers’ Conceptions of Research
Teacher Research Engagement
Method
Research Questions
Data Collection and Analysis
Questionnaire
Written Follow-up
Interviews
RESULTS
Background Information
Conceptions of Research
Evaluating Scenarios
Characteristics of Good Quality Research
Reading Research
Frequency of Reading
Reasons for Not Reading Research
Doing Research
Frequency of Doing Research
Reasons for Doing Research
Reasons for not Doing Research
Discussion
Teachers’ conceptions of research
Levels of reported research engagement
Conclusion
Chapter 10 Chinese College English Teachers’ Research Engagement
Introduction
College English Teaching in China
Language Teacher Research Engagement
Engagement with Research
Engagement in Research
Methodology
Research Questions
Data Collection and Analysis
Questionnaire
Interviews
Findings
Background Information
Reading Research
Frequency of Reading
Impact of Reading
Reasons for Not Reading Research
Doing Research
Reasons for Doing Research
Reasons for Not Doing Research
Research Cultures
Discussion
Engagement with Research
Engagement in Research
Research Cultures
Conclusion
Part 4Teacher Cognition and Teacher Education
Chapter 11 The Impact of In-service Teacher Education on Language Teachers’ Beliefs
Introduction
Literature Review
Studies of belief impact in language teacher education
Materials and methods
Context & Participants
Data collection and analysis
Findings
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Teacher 5
Teacher 6
Discussion
Conclusion
Chapter 12 Teachers’ Beliefs and Practices Regarding Learner Autonomy
Introduction
Context for the Project
The Research Component
Research questions
The Questionnaire
Interviews
Key Findings
The Professional Development Component
Workshop 2: Learner Autonomy in the Language Centre
Objectives
Task 1: Learner Autonomy in the Language Centre
Task 2: How LC Teachers Promote Autonomy
Task 3: Your Practices in Promoting Learner Autonomy
Task 4: Feasible LA Practices in the LC
Conclusion
Chapter 13 Task-based Learning and Teaching in China: Secondary School Teachers’ Beliefs and Practices
Introduction
Literature review
Uptake of ELT curriculum innovation
Task-based language teaching
Teachers’ beliefs
The Study
Participants
Data collection and analysis
Findings
Mr Yang
Miss Wu
Ms Ma
Discussion
Conclusion
References
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